This study determines empirically the relationship between college teachers' classroom performance and their involvement in research. The study is based on a national sample of approximately 5,000 faculty members in 16 colleges. Ratings of classroom performance were derived from published course critiques and scholarship ratings are based on a weighted publication score or citation score. Findings show that there is little or no correlation between teaching ratings and scholarly activities and, because of this, that universities should recruit faculty who are strong in both areas. Further investigation found that (1) professors teaching upper division and smaller enrollment courses receive better evaluations than colleagues in lower division and larger courses; (2) teachers in the languages received highest teacher ratings, followed by humanities, other social sciences, professional schools, physical and biological sciences, sociology, and psychology; and (3) the relationship between class enrollment and teacher ratings is curvilinear with very small and very large classes receiving highest ratings. (Author/HS)