The purpose of this investigation was to identify College of Education (COE) faculty members' perceptions of motivators and barriers to grant writing at a public university in the South, to compare the university's COE faculty perceptions to previously published survey results of Colleges of Education at Research I institutions, and to compare tenured and non-tenured faculty's responses. The survey instrument was adapted, with permission, from the instrument reported by Boyer and Cockriel (1998) for administration online. Several significant motivators were identified for the faculty: "opportunity to probe or research new information; personnel support such as graduate assistants and clerical help when proposals are funded; having travel money available for conferences; building my professional reputation as a capable researcher; personnel support such as graduate assistants and clerical help when preparing proposals; more flexibility in how time is allocated; and assistance in grant proposal preparation. One important barrier to grant writing was identified: inadequate support available to submit proposals in a timely manner". One significant difference (heavy teaching load) was identified between tenured and non-tenured faculty. Recommendations were suggested to increase the number of grant proposals written and submitted by faculty and to support the overall grant writing process at the institution. (Contains 1 table.)