Faculty members in STEM report numerous motivators and barriers to adopting evidence-based instructional practices (EBIPs), yet the degree to which these factors are associated with EBIP adoption in postsecondary chemistry courses is unclear. The role of departmental climate around teaching in driving or hindering EBIP adoption is particularly unresolved. This study investigates, via a national survey of chemistry faculty members (n = 983), the degree to which departmental climate around teaching and various other factors are associated with EBIP adoption in postsecondary chemistry courses. Measures of departmental climate around teaching were obtained using a modified version of the Departmental Climate around Teaching (DCaT) instrument. Results from multilevel regression analyses suggest that a climate of continuous improvement in which chemistry faculty members perceive departmental policies, practices, and expectations as reflecting a commitment to the continuous improvement of teaching is conducive to EBIP adoption. At the same time, a climate of continuous teaching evaluation and performance feedback may not be conducive to such adoption. Results from psychometric evaluation of the DCaT suggest that a consensus view of climate may not exist in most chemistry departments, potentially due to a lack of clear policies, practices and expectations surrounding teaching; however, associations involving individual-level measures of climate suggest that such consensus may not be necessary for instructional innovation. Several other contextual, personal, and teacher thinking factors were also associated with EBIP adoption. Results point toward productive avenues through which department leaders, chemistry education scholars, and pedagogical developers and disseminators can promote instructional reform.