Several reports have highlighted the need to improve teaching within the science, technology, engineering, and mathematics (STEM) fields, particularly at the undergraduate level. These reports have encouraged the use of more evidence-based teaching practices in the classroom to improve teaching. The authors explore how faculty members' decision to adopt evidence-based teaching practices can be affected, both positively and negatively, by different individual and institutional influences. They found that there were three main motivators and three main barriers that influenced the adoption of evidence-based teaching practices. Based on these findings, they offer suggestions for overcoming these barriers.