This article argues that there is an identifiable scholarship of teaching and learning in theology and religion that, though varied in its entry points and forms, exhibits standards of excellence recognizable in other forms of scholarship. Engaging in this scholarship enhances a professor's possession of practice and often reveals insights into student learning and the contours of a field that can advance both educational and disciplinary projects. Through conversation with a form of the scholarship of teaching and learning that emerged most clearly in work associated with the Carnegie Foundation for the Advancement of Teaching, we describe starting points and generative assumptions that have been employed in the discourse of the scholarship of teaching and learning in theology and religion as they have emerged in submissions to "Teaching Theology and Religion" over the past decade and a half and point to its benefits. See responses to this essay by Charles R. Foster, Stephen Brookfield, and Pat Hutchings published in this issue of the journal. Responses by Reid B. Locklin, Joanne Maguire Robinson, and Nadine S. Pence appear in next issue issue, 16:3 (2013). (Contains 6 footnotes.)