Colleges and universities serve as vital bridges between the state and citizens, providing fertile ground for nurturing democratic participation among students through the cultivation of civic knowledge, skills, and attitudes collectively known as electoral engagement. However, faculty members, responsible for implementing such initiatives, may not always view "electoral engagement" as essential to their curriculum. This study explores faculty motivations and reservations regarding electoral engagement in classrooms. Leveraging a novel data set of faculty responses, the research reveals at least two important findings. First, faculty members express greater interest when supported by colleagues, department chairs, and students within their institutions. Second, faculty confidence and past voting behavior influence their interest in electoral engagement initiatives. The article concludes with a brief exploration of how these insights can empower faculty nationwide to effectively nurture students as active contributors to our democratic process.