This article opens with statements excerpted from reports written by the MLA Committee on Community Colleges. These statements present an accurate description of the work of community college faculty: teaching (face-to-face and online), and a commitment to student learning form the basis of the community college mission. Faculty are recognized primarily for their dedication to the twin pillars of teaching and student learning (with college and community service as secondary expectations). Faculty efforts that focus on research and publication, on the other hand, are likely to fall under the radar and receive little formal recognition, even as the demand on faculty to upgrade teaching skills, most notably, in regards to instructional technology, increases. The challenge of upgrading pedagogical practices without the incentive or opportunity to engage in scholarly exchanges about teaching remains steep. The fact is that community college faculty need to be both exemplary teachers and knowledgeable scholars. Yet, unless expectations for quality community college work are rendered explicit and achievements in both teaching and scholarship accorded appropriate recognition, the hoped-for balance that this article advocates will not be achieved. Pressures on faculty to improve their "productivity" and to become ever more accountable in meeting standardized benchmarks for student learning outcomes will likely reduce incentives to achieve excellence in scholarship and research (and the concomitant activity of publication). Some faculty will no doubt continue to do research and to publish their work, whether as part of their jobs or as candidates in doctoral programs. Nonetheless, others, perhaps most, will not. The purpose of this article is to set down explicit expectations for the teacher-scholar of English at the two-year college and the appropriate rewards for such a role, as well as to provide models and resources. A preliminary list of published sources that document and illuminate two-year college scholarship in English--including pedagogy, the fields of rhetoric and composition, literature, creative writing, and linguistics--is presented.