The nature of teaching requires reflection for anyone (students or teacher) to learn anything at all, especially in the community-college classroom, where students often come because traditional teaching methods simply haven't served their needs. As all teacher-scholars know, stand and deliver simply does not work for most of them. They do have to consistently try new methods, be aware of what works and for whom. In short, they have to be reflective, a practice on which they pride themselves. Further, they have the opportunity, unique in their discipline, to write out of their pedagogy, create theory out of their practice. In this article, the author calls for teacher-scholars in the two-year college to reveal in their scholarship the generation of their triumphs "and" their failures. (Contains 1 note.)