To the author, the question of "Whither scholarship in the work of enhancing the quality of teaching and learning?" means "To what degree and in what place does scholarship have in teaching and learning and specifically in teacher education?" Arizona State University's Mary Lou Fulton Teachers College thinks not only about the role of scholarship to enhance the teaching and learning of our preservice teachers but also about the role of experience and demonstrated skills in teaching. So, who are the researchers who matter, and what is the research that points to how future teachers learn to become good (if not, great) teachers? In the academy, this question can be answered with a list of publications and presentations often made to and for other researchers--much of which will never directly reach preK-12 teachers. There seems to be a struggle in the preK-12 school where an almost anti-intellectual perspective can translate into a dismissal of research about teaching and learning--or at least the credibility of research. The lack of credibility about educational research seems to be a combination of a simple lack of trust in everyone's connection to the lives of teachers and a perception that everyone lives in a world far away and irrelevant to the real problems schools face on a day-to-day basis. So, where is research? Educational research has a bad name, a bad track record, and a perception that it is done by people who know little about the context of schools and the people who live and work there. The job of colleges of education is to bring back credibility to their work and to highlight their vast reservoir of skills while honoring those whom they have taught and who now work side-by-side with them to prepare the next generation.