The scholarship of teaching and learning (SoTL), while differing from the scholarship of discovery in its focus on the classroom, calls for a systematic investigation of a research question, a survey of the best scholarship on the subject, going public with one's findings in the form of conference presentations and scholarly publication, a "critical review and evaluation" by peers, and the use of such research as a foundation for further work in the field. But while candid about the various "balancing acts" necessitated by a dual allegiance to the scholarly disciplines and to SoTL, the latter's advocates spend less time on obstacles to change created by the nature of institutions themselves. In this article, the authors present the obstacles faced by those who teach in public two-year colleges and who wish to engage in SoTL. They discuss the two critical reasons why two-year college faculty need to engage in SoTL. They also demonstrate what the study of teaching and learning looks like within the context of the two-year college and offer descriptions of three projects operated under the auspices of the Carnegie Academy for the Support of Teaching and Learning (CASTL) with additional support from their institutions. They further state that the scholarship of teaching and learning promises two-year college faculty recognition as bona fide teacher/scholars. (Contains 12 resources.)