Over the past two decades, the scholarship of teaching and learning (SoTL) has received increased attention in academe. Broadly conceptualized as an area which combines the experience of teaching with the scholarship of research, and the dissemination of this knowledge such that the broader academic community can benefit from this scholarly product, SoTL has been regarded as a primary means to increase the quality and value of teaching in higher education. This paper explores five challenges which contribute to the dilemma of faculty engagement in research on teaching and learning: limited expertise, the graduate studies culture, terminology (SoTL is widely misunderstood), reward and recognition, and time constraints. Responses to these challenges are presented in hopes of contributing to a positive dialogue for change, where faculty engagement in research on teaching and learning not only continues to grow, but becomes firmly grounded as an essential scholarly activity within higher education.