One of the major obstacles toward tenure and promotion in honors programs and colleges is that "Honors" is not a discipline. This does not mean, however, that honors education is not a profession. There is sufficient evidence across the country to indicate that there are educators in higher education who choose to work in honors programs or colleges exclusively. It is important that full-time faculty dedicated to Honors education should have equal privileges as other faculty on campus in terms of their careers. The Honors Program at the University of New Mexico has a national reputation for academic innovation, educational research, quality of teaching, and commitment to teaching. It is within this context that criteria to define the competence and excellence required for promotion and tenure have been developed. Competence and excellence in scholarship, teaching, and service are evaluated both on quality and quantity parameters. The process for UNM's University Honors Program faculty had to be created so that it would observe criteria for other faculty on campus and, at the same time, include principles for interdisciplinary work. For the most part, the process has worked although some of the expectations are more encompassing than those for faculty in a specific discipline. The tenure and promotion process for honors faculty continues to evolve at the University of New Mexico. As the members of the National Collegiate Honors Council become more professionally committed to honors endeavors, and as more honors programs and colleges institute tenure and promotion in honors, it will become less problematic to constitute acceptable and equitable guidelines for tenure and promotion in honors. [This article was originally printed in "Honors in Practice" v1 2005.]