For over two decades, national conversation has focused on the need for learner-centered instruction in postsecondary education. Yet, in light of this conversation, relatively little is known about why faculty utilize these methods. What influences faculty members to employ learner-centered instruction in the classroom? This study utilizes data from the 2013 administration of the HERI Faculty Survey and the Integrated Postsecondary Education Data System (IPEDS) to explore characteristics that influence faculty members’ use of learner-centered instructional practices in the college classroom. The findings suggest that individual faculty demographic characteristics, such as age and sex, and work experience characteristics, such as participation in faculty development activities, exert influences on the use of these teaching practices. This research contributes to gaps in the extant literature and expands knowledge about faculty members’ use of learner-centered instruction through exploration of a large, national data set.