The scholarship of learning and teaching is becoming increasingly important to the way faculty approach the development of their courses. This is particularly difficult in the biological, physical and agricultural sciences where quantitative and/or qualitative analysis of the way we teach is not something that comes naturally. A study of faculty at a large research intensive university endeavoured to examine perceptions of the scholarship of teaching and the methods that achieve successful improvements in scholarly activity related to teaching. Faculty reported significant resistance to university requirements to undertake scholarly activity in teaching and learning but believed the underlying reasons for scholarship were sound. The study used the results to develop mechanisms to support scholarship that were favoured by faculty themselves.