This paper deals with issues of identity--lately, many institutions of higher education, especially small and medium-size colleges, seem to be confused in terms of function. Pointing out that all institutions seem to have been encouraged to balance their scholarship in terms of Ernest L. Boyer's prescribed functions of research discovery, integration, service application, and teaching set out in 1990's "Scholarship Reconsidered," the paper argues that a misapplication of Boyer's conception of scholarship has contributed to the mass frustration, demoralization, and disillusionment of the American professionate. It argues further that while all four types of scholarship need to be included at any given institution, any single institution needs to clarify its primary purpose, and the remaining types of scholarship should be implemented and assessed to the extent that they contribute to that primary purpose. The paper proposes a model for the small liberal arts college which demonstrates how research, integration, and service can be considered, but clearly subordinated to teaching. Finally, the paper attempts a "reality check" to determine in what direction educators are actually headed. (Contains 14 references.) (NKA)