This full empirical research paper explores factors influencing engineering faculty’s decisions to implement an equity-focused intervention in their courses. Despite concerted efforts, women, as well as Black, Latiné, and Indigenous (BLI) students remain underrepresented in engineering. Transforming course environments through social belonging interventions has been shown to improve the performance and retention of these students. Faculty investment in this process is critical; however, little is known about the factors that drive or dissuade faculty willingness to implement equity-focused interventions or the role of faculty identities in this process. We address this gap via a convergent parallel mixed-methods design examining the perceptions of 10 engineering faculty from two different institutions who have implemented an equity-focused social belonging intervention. Quantitative data comes from a pre-survey that interested faculty completed before beginning work with the research team and qualitative data from a post-intervention interview. The quantitative data was analyzed descriptively and the qualitative data inductively. The findings from the study offer nuanced insights into the motivations and challenges faculty face in adopting equity-focused interventions and highlight potential strategies to support faculty’s equity-focused development.