Occupational therapy educators have been encouraged to engage in the scholarship of teaching as a form of best practice in education. Despite professional documents and encouragement by leaders in the field of occupational therapy, there is very little known about occupational therapy educators' perceptions, attitudes, and engagement in the scholarship of teaching. The purpose of this exploratory, descriptive study was to investigate the attitudes and perceptions of occupational therapy educators towards research activities related to the scholarship of teaching, including reading educational research, encouraging others to read educational research, applying educational research to teaching practice, conducting, and disseminating educational research. A sample of 182 occupational therapy educators completed an online survey designed to identify attitudes, perceptions of the research-related activities as part of the faculty role, perceptions of their ability to perform, intentions, and current engagement in the research-related activities. Descriptive statistics were used to analyze the data and ANOVA and t tests were used to determine differences in responses between various demographic variables. Results indicated that the participants held generally positive attitudes towards the research-related activities, although attitudes were more positive towards some research-related activities than others. Participants tended to feel that the research-related activities, especially conducting and disseminating educational research, were difficult to perform. Participants also tended to believe that the research-related activities were an integral part of the occupational therapy faculty role, that they have the ability to perform them, and that they intend to perform the research-related activities in the future. The majority of participants indicated that they are currently engaged in reading the educational literature, encouraging others to read educational literature, and applying educational research to their teaching practice. Participants were less apt to be engaged in conducting and disseminating educational research. These results were similar to results of studies of health professionals' attitudes and perceptions towards evidence-based practice. There was a statistically significant difference between participants' perceptions of their role, ability, and intentions, and their reported engagement in the research-related activities, which may demonstrate a research-practice gap in occupational therapy educational practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]