This study used the lens of motivation systems theory to explore why research university faculty engage in public scholarship. Faculty engaged in public scholarship integrate their research, teaching, and service to address societal needs. Analysis of the motivational patterns (including goals, capability beliefs, context beliefs, and emotions) of twelve faculty actively engaged in public scholarship at a single public research university is used to identify leverage points for other faculty and administrators who wish to support, increase, or enhance their own and others’ engagement in public scholarship.