The scholarship of teaching has its roots in reflective teaching practice. Every time a teacher is taken by surprise at something that has occurred in a course, whether he or she prefers that it not be repeated, or that it take place regularly, an opportunity exists for the scholarship of teaching to begin. In this essay, the author's intent is to persuade the readers that many two-year English faculty are already engaged in the scholarship of teaching and learning (SOTL), although often in informal ways. (Contains 2 notes.)