This article argues that the dominant invidious segmentation in American higher education between universities designated as "research" institutions and those relegated to "teaching" status is both erroneous and deleterious. Moreover, the trend of increasing research activities at master's institutions is not, as followers of the current classification system allege, a case of research "mission creep." Rather, these new research efforts are required for the contemporary teaching function by the changed nature of knowledge creation in the twenty-first century. The argument calls for a greater balance between teaching and research at all American universities. Excellence in both teaching and research is mutually reinforcing instead of in conflict. (Contains 3 notes.)