This article describes the initiatives of one community college district and its individual colleges to engage faculty in the scholarship of teaching and learning. The authors also discuss how these models take the step from effective and scholarly teaching to a scholarship of teaching and learning by encouraging faculty not only to reflect on their own practice, but also to make it public, share their work with colleagues, and use the results of their work to improve teaching in their own classes, in their colleges, in the district, and in their disciplines.