Scholarly research focusing on teaching and learning has experienced extraordinary growth in the last 20 years. Although this is generally good news for the profession of teaching, a troubling form of tribalism has emerged that inhibits the advancement of teaching practice. In this essay, we trace the development of scholarly inquiry into teaching and learning and the emergence of different "tribes" within the movement, each with its own outlets, goals, and methods. Finally, we discuss how these tribes can bridge their differences and work together to advance teaching effectiveness.