This study explores the climate for teaching at a major Midwest research university. Teaching climate is generally defined as the shared perceptions of current organizational processes that affect the institutional environment for teaching (Peterson et al., 1991; Tagiuri, 1968). Three types of distinguished teaching awards were used to select participants. From that population a random sample of thirteen participants were selected for semi-structured interviews. Analysis of these interviews revealed three central themes descriptive of the current climate: insufficient recognition of the scholarship of teaching, lack of systematic opportunities to improve teaching, and variable administrative commitment and support. (Contains 5 tables and 1 figure.)