In this study we extended Neumann's scholarly learning theory (2009)?and Hansen's theory on vocation (1994, 1995) to explore the scholarly learning of faculty members employed at institutional types not typically recognized for faculty work beyond teaching. Through interviews with 22 participants, we studied the content of and reasons for faculty engagement in scholarly learning. Our analysis found that the content of participants' scholarly learning focused on expanding and constructing disciplinary knowledge whereas their reasons connected to a sense of obligation and personal fulfillment. Such findings confirmed Neumann's suggestion that administrators should conceptualize the academic profession as a learning enterprise.