In the United States (US), nearly 2 million people are incarcerated at any given moment. Research indicates numerous benefits of participating in formal education during incarceration, including less misconduct and lower rates of recidivism. However, participation is not widespread, and only a fraction of incarcerated individuals are enrolled in formal education programs. The current study investigates predictors of individuals’ desire to enroll in education programs during incarceration with data from the 2014 Program for the International Assessment of Adult Competencies Prison Study (Hogan et al., 2016). Inspired by social cognitive theory, situated expectancy value theory, and intersectionality theory, the multiple-group path analysis model includes situation (children, prior incarceration, time until release, prison job, use of a library) and perception (self-reported English ability, readiness to learn, social trust) constructs in the prediction of incarcerated individuals’ desire to enroll while controlling for various personal factors (age, parents’ education, personal highest educational attainment, disability status). Results are explored through the lens of seven different intersectionality identity groups. Implications include developing the field’s understanding of motivation mechanisms in correctional education and uncovering potential avenues to target with motivational focused interventions to increase participation within this population.