The diversity of scholars, teachers, and practitioners in the Scholarship ofTeaching and Learning (Soll) is a strength but also makes it a complex field to understand and navigate, and perhaps even more complex to contribute to, despite its youth. Beyond the ongoing efforts to define and theorize the field, So TL needs a rigorous inventory taking and analysis that documents its highly traveled questions, topics, methods, and areas where more work needs to be done, as well as who is doing the work. We describe here our protocol for conducting a scoping review to map the range and nature of published Soll projects. A scoping review is a first step in gathering information on areas that warrant deeper exploration. It will also allow So TL to more fully and accurately be represented as a practice, an act of inquiry, and a type of research into teaching and learning.