Scholarship, especially the Scholarship of Teaching and Learning (SoTL), can positively impact teaching and learning practices, yet there are many barriers to community college faculty engagement in these activities. Recognizing the important role of values in motivation and behaviors, the purpose of this study was to understand the perceived value of SoTL for community college faculty. A national sample of 348 full-time and 42 part-time community college faculty members teaching biology, chemistry, history, and sociology were surveyed. Based on the responses of the 390 completed surveys, there were three findings. First, community college faculty reported higher perceived institutional value of scholarship related to teaching (M = 3.08, SD .79) than they did for perceived institutional value of scholarship related to discipline (M = 2.53, SD .75). However, results indicated that there was a significant difference between perceived institutional value and individual value of scholarship related to teaching, with faculty reporting higher individual value as compared to perceived institutional value of teaching-focused scholarship. There were no significant differences in individual or perceived institutional value in terms of full-time versus part-time status, degree, or discipline. Suggested institutional actions to increase faculty perception of the value of the SoTL are provided.