In the midst of disciplinary and public debates about education at open-access institutions, it's more important than ever that institutions set a clear path for inquiry and scholarship that will meet the needs of the professional community. This essay provides an assessment of the research achievements in two-year college English, particularly those reported in the journal "Teaching English in the Two-Year College," which, in her estimation, is the most important published, accessible resource for two-year college English instructors. In doing this assessment, the author has used Kip Strasma and Paul Resnick's 1999 essay "Future Research in Two-Year College English" as a framework for thinking about the field's progress in the last decade and a half. Using Strasma and Resnick's six identified areas of needed research as a benchmark (diversity, technology, identity, literacy, methodology, and pedagogy), the author assesses how effectively this journal has responded to that call, and she identifies what research remains to be done in order to respond to the needs of Two-Year College English Association's (TYCA's) constituencies and the changing higher education landscape. (Contains 5 notes.)