A study examined whether number of years of teaching, number of grant proposals written, and level of funding received were distinguished among K-12 teachers in relationship to factors perceived as motivating grant writing; obstacles encountered in grant writing; and needed support for continued grant writing. Questionnaires were mailed to 121 teachers in northwest Louisiana who submitted grants to a statewide competitive grant funding program. Of these 121 teachers, 89 completed and returned the questionnaires, producing a 74% response rate. Teachers were categorized into groups by years of teaching, number of grants written, and funding level achieved. Results indicated: (1) on the motivating factor variable "Recognition from the School District," teachers receiving between $0 and $1000 in previous funding needed assistance in locating funding sources, grant budgeting, and technical assistance, and teachers receiving between $1000 and $5000 needed increased recognition to continue grant writing; (2) on the obstacle variables "Knowledge of Funding Opportunities,""Lack of Budgeting Knowledge,""Lack of Technical Assistance" distinguished between groups of teachers, with teachers receiving between $0 and $1000 in previous funding perceiving these as greater obstacles. On the needed support variable "Management Difficulties," teachers having had the greatest amount of funding perceived this as a greater obstacle than teachers having a smaller dollar amount of grants funded. Findings suggest a significant positive correlation between number of grants written and level of funding. (Contains eight tables of data and 11 references; a sample teacher questionnaire form is appended.) (Author/CR)