Most college and university administrators claim to care deeply about the quality of teaching at their institutions. But, too often, their actions belie their words. Consider, for example, the following questions. Which candidate for a faculty position is usually viewed as more attractive, the promising researcher or the promising teacher? Who typically secures the larger salary increase, the successful researcher or the successful teacher? When a faculty member receives an offer from another institution, is more effort made to retain an outstanding researcher or an outstanding teacher? And who usually receives such offers, the famed researcher or the famed teacher? Granted, the scholar-teacher is the ideal, but who is more likely to gain tenure, a top-notch researcher who is dull in the classroom or a top-notch teacher whose scholarship is thin? This article outlines 10 policies that he believes would be in place at an institution that values teaching over research in evaluating and retaining faculty members.