What makes some faculty members more likely to use interactive engagement methods than others? We use the theory of reasoned action to predict faculty members' use of interactive engagement methods. Results indicate that faculty members' beliefs about the personal positive consequences of using these methods (e.g., "Using interactive engagement methods will be enjoyable") is as good a predictor of their intentions to use these methods as their beliefs about the effectiveness of the methods in increasing student learning. Thus, faculty developers may want to shift from trying to motivate faculty members to use interactive engagement methods by emphasizing mainly the importance to student learning and instead emphasize equally that using these methods makes teaching more enjoyable and rewarding.