This study looked at barriers, incentives, and assistance to faculty involvement in grant-seeking and grant-writing activities on the eight campuses of the New Jersey State College System. The study surveyed a random sample of 260 faculty from the eight campuses. Of these 136 responded. Analysis found that less than 20 percent were actively engaged in sponsored research activities and nearly half reported they rarely or never engaged in grant development activity. Faculty generally desired released time from teaching and advising to concentrate on sponsored research activities. Heavy teaching loads, other scholarly and entrepreneurial interests, committee work, and lack of advance warning were obstacles that prevented them from participating in sponsored research activities. Faculty who did engage in grant related activities more often reaped benefits of released time, extra clerical help, and recognition for their work in college publications. Also these individuals were more likely to seek and receive technical assistance in other areas. Junior faculty reported that they received technical assistance less frequently than their senior colleagues. Data indicated no difference between male and female professors except that females were more likely to stress the importance of technical assistance. A conclusion offers specific recommendations for institutions to foster grantsmanship among faculty. (JB)