Persuasive leaders in higher education have advocated using evidence to support teaching under the guise of scholarship of teaching and learning without much success. This article explains why scholarship of teaching and learning has not been accepted as the standard practice in higher education. Instead, faculty may accept the concept of evidence-based teaching more readily since many disciplines use evidence-based approaches. Evidence-based teaching means that teaching should be based on pedagogical literature or a systematic investigation of what is working and why. This article describes practical ways faculty members can use evidence to teach more effectively and document their teaching.