Few researchers have gone beyond case studies to examine characteristics of teachers who engage in research activities. Results from the authors' logistic regression models provide evidence that teaching in private schools, teaching in a midsize or large city, participating in professional development programs, and receiving support from the school were predictive factors in increasing the odds of a teacher reporting engagement in research. The odds of conducting research decreased for teachers employed at schools with large numbers of students on free or reduced lunch. Given the benefits of teacher engagement in reflective practices, such as research, administrators should provide an environment that supports these activities. (Contains 3 tables.)