This article examines the ways in which the scholarship of teaching and learning (SOTL) can be integrated into graduate education in the humanities to support future faculty preparation in teaching. Drawing on data from a multi-year project at a research-1 institution in the United States, and theories from postmodern geography and postcolonial studies, the article argues that such integration engenders both reflective practice and deeper understanding of the relationship between disciplinary epistemologies and pedagogic knowledge. Moreover, when such integration occurs within the contours of a "third space", it affords graduate students an opportunity for rewriting narratives of professional identities. That is, when SOTL is integrated into graduate education in sites outside the formal department or doctoral program yet inside the institutional context, it can effectively change the ethos of teaching. (Contains 17 notes.)