This study seeks to develop a model of institutional supports necessary for faculty to succeed as funded scholars at 4-year non-doctoral colleges and universities. Research was conducted using secondary data analysis on a pre-existing, cross-sectional database from the 2004 National Study of Postsecondary Faculty. Expectancy theory was used as the conceptual framework to examine predictors of funded scholarly activity. This study examined the relationship among characteristics of the individual, the work environment, and funded scholarly activity of faculty at non-doctoral colleges and universities. Individual characteristics were divided into background information (i.e., tenure status, academic rank, highest degree institution, principal research field, scholarly activity, marital status and children, age, gender, and race/ethnicity) and information about the respondents' work environment (i.e., number of credit classes taught, availability of teaching assistants, size of institution, and union status). As institutions endeavor to increase funded scholarly activity, it will become more important to determine those characteristics and institutional influences that most enhance funded faculty scholarly activity. This effort is fundamental to higher education administration in order to implement focused and specific interventions that will lead to an overall increase in funded scholarly activity while judiciously managing limited resources.