The Foundation Programme details the first two years of training for UK doctors in the UK. Thereafter, trainees are expected to apply for highly competitive specialist training posts. Our study aimed to clarify and quantify the educational activities currently used by Foundation doctors during this two-year period, and to assess their motivational and deterring factors towards such educational activities. Method: A fourteen-point questionnaire was posted at random to 100 Foundation Year 1 and 2 (50 FY1 and 50 FY2) doctors across five Trent Deanery hospitals. The questionnaire assessed involvement in the following voluntary educational activities: courses, conferences, higher qualifications, e-learning packages and personal reading. It also sought their underlying attitudes. Results: Response rate was 49.0% (49/100), comprising 34 (68%) FY1 and 15 (30%) FY2. Overall, 89.8% of respondents engaged in voluntary educational activities. The most common (89.8%) was the e-learning package (FY1 85.3%, FY2 100%) followed by society membership (73.5% (FY1 64.7%, FY2 93.3%), courses (69.4%) (FY1 55.9%, FY2 100%), sitting higher qualifications (36.7%) (FY1 14.7%, FY2 86.7%) and attending conferences (14.3%) (FY1 14.7%, FY2 13.3%). The mean total cost incurred by doctors for these activities was £581 in FY1 and £1842 in FY2. The most common deterrents to pursuing voluntary education were a lack of study leave (42.9%) (FY1 38.2%, FY2 53.3%), lack of annual leave (22.4%) (FY1 23.5% FY2 20.0%) and expense (20.4%) (FY1 17.6%, FY2 26.7%). The most common motivating factor was the belief they would help candidates achieve a specialist training post (67.3%) (FY1 58.8%, FY2 86.7%). Only 8.2% (FY1 11.8%, FY2 0.0%) engaged primarily to improve their medical competence. Discussion: Our study is the first to quantify the voluntary educational activities of Foundation doctors. Most popular are e-learning packages — outstripping courses, higher qualification revision and conferences — highlighting their increasing popularity as a viable and accessible educational tool. The primary deterrent to pursuing voluntary educational activities is lack of study leave, of concern as entitlements to this continue to decrease. Interestingly, Foundation doctors are not motivated primarily by the educational benefits of these activities, but rather by their perceived ability to help attain a specialist training post. This highlights the concerning potential for voluntary educational activities to become a badge of attendance, undermining their intrinsic educational value and outcome.