Can a system of teaching awards which is essentially one of rewards and recognition serve the dual purpose of enhancing learning and teaching, if the function of such a system does not go beyond the first stage of reward to the second stage of development? Institution-led teaching fellowships that focus on pedagogic research, and operate within the context of collaboration and sharing of practice, are thought to be an effective model for promoting real teaching excellence. Building on previous work, recent research at the University of Brighton shows how a learning and teaching fellowship scheme incorporating a "communities of practice" approach can be effective and sustainable in enhancing learning, teaching and professional development with far reaching consequences. (Contains 1 figure.)