The sustainability of physiology teaching as a profession requires us to inspire the next generation of teachers, to recruit them, to train them, and then to retain them! In my view, physiology education is a sub-specialty of our discipline, requiring just as much theoretical and practical rigor to master as, for example, the cardiovascular system. Indeed, Boyer, (1990) defined the four main areas of academic scholarship as those of discovery, integration, application and teaching. It is now ten years since, at the turn of the Millennium, the Association of American Medical Colleges’ Council of Academic Societies hailed the Imperative of Teaching Scholarship for the 21st Century (Fincher et al. 2000). These landmark papers have provided us with an expanded framework to understand what it is to be a scholar of physiology education: Do you set clear and measurable learning objectives? Do you use up-to-date knowledge? Do you select appropriate learning methods and assessment methods to evaluate outcomes? Do you measure quality and effectiveness and demonstrate learner accomplishments? Do you make this process accessible to colleagues? Do you make a critical reflective analysis that results in planned change for improvement? Then you are a scholar! The goal of my presentation is to discuss some practical examples of teaching scholarship from the perspective of someone who is living the dream (i.e., has become a full time physiology educator). For those of us hoping to be sustained as physiology teachers we also need one more ingredient, which is the good fortune to work at an institution with an infrastructure capable of evaluating our scholarly achievements and the vision to reward them. Ten years into this millennium we need to compare notes and see how we can help our institutions and professional societies, if they do not already, to embrace the importance of professional educators within the academy.