As part of the promotion and tenure process, colleges and universities have primarily evaluated faculty members on three key functional areas: research, teaching, and service. In this article, we examine how the use of collegiality as a possible fourth criterion for faculty evaluation affects faculty power dynamics, how U.S. courts have addressed the use of collegiality as a measure of faculty performance, and how collegiality has been assessed in the past. Finally, we consider the implications for faculty development as colleges and universities increasingly consider how and when to use collegiality as a factor in performance reviews.