Why do some faculty members use interactive engagement methods and others rely on lecture? Using a cross-disciplinary sample of U.S. faculty members (N = 442), the best predictor of faculty members' self-reported use of these methods was their attitudes about the positive consequences of using interactive engagement methods for students and for themselves. These attitudes were more important than the extra time these teaching methods might require or characteristics of the teacher or the course. Educational developers may want to focus on the benefits of these methods to both students and faculty when encouraging faculty to adopt interactive engagement methods.