Virtual reality (VR) is an emerging tool to enhance teaching and learning across multiple fields, including health professions education. Usage of VR in training undergraduates and postgraduates have shown benefits, however there are few studies in literature with regards to faculty motivation to adopt VR, creating a significant barrier to successful implementation of VR in higher education setting. Identifying key factors which motivate faculty to use VR is the main purpose of this quantitative study, performed from the lens of a South-East Asian perspective within a tertiary education centre. Data was collated in the form of an adapted survey and analysed using social learning theories. Face and content validation was performed by a panel of experts. Reliability testing was performed using Cronbach’s alpha for most constructs. The analysis revealed that enhanced student engagement, improved learning outcomes, interest in contemporary learning methods, institutional support for VR, professional development opportunities, and educational research were significant factors that motivate faculty to use VR in the undergraduate teaching and learning environment. Faculty with personal motivation placed higher weightage on these factors compared to those who did not possess intrinsic motivation, suggesting they are interested in using VR. The implications were that faculty with personal motivation are likely to be the early adopters of VR. Coupled with strong university guidelines geared towards technology enhanced learning, advancement of health education using VR is possible with strong leadership, adequate material resources and competent support staff. More research using qualitative methods and exploration into the psychology of adopting new technology is recommended. As technology advances, so too should the leaders of health professions adapt to the needs of the 21st century healthcare professionals. (277 words)