General Practice (GP) workforce shortages are well established, with one strategy being to inspire more medical students into a career in primary care. The factors that influence a medical student’s career choice are well described, including the active role of General Practitioners in undergraduate medical education. However, less is known about the perceptions of General Practitioners about their role in undergraduate medical education and what factors enable or inhibit this.To identify the facilitators and barriers faced by General Practitioners when engaging with undergraduate medical education, as reported in the literature and through a consultation erxercise.A scoping review methodology was conducted according to the six-stage framework developed by Arksey and O’Malley (2005) and enhanced by levac et all. OVID Medline, Embase and Web of Science, were searched for the relevant concepts, and records were screened at abstract and full-text levels. Data extracted was analysed and emerging themes were identified by thematic analysis as advised by Braun and Clarke (2006). The findings of the scoping review were then presented,as the 6th step of scoping review, to the stakeholders in interviews, which included Teaching GP, non-teaching GPs, members of RCGP, members of DOH and NIGPCPA.1088 unique articles were initially identified and screened at the abstract level, then at full text level. 10 articles were identified for inclusion. Predominant themes identified included lack of empowerment, respect, funding, and recognition. Further, pre-existing workload and the valuing of General Practice and tutors played a determining role in GP Tutor’s involvement with undergraduate teaching.The identification of facilitating factors and barriers through this reserach allows policy makers to form informed policies that increase GP tutors engagement with Medical students, increasing the quantity and quality exposure of medical students to Primary care, thereby affecting their fuiture career choices in favour of General Prcatice.The scoping review highlighted the increased workload, financial undercompensation for GPs and lack of respect as the key inhibiting factors, while contrastingly, a sense of empowerment and value from the students and universities, as a motivational factor the GPs, to teach medical students in Primary care.