This famous phrase, attributed to baseball legend Casey Stengel, neatly captures the inherent contradiction of trying to discover a formula for winning baseball games. And, it could just as easily be paraphrased and applied to the study of the relationship between research productivity and teaching: Faculty scholarship has a profound positive association with student evaluations of teaching-except when it doesn't. The ability to unravel this paradox-that is, does scholarship help, or hurt, student evaluations of teaching (SETs)has a significant impact on the academy regarding student satisfaction and retention (Gruber et al., 2012); hiring, tenure, and promotion decisions (Polonsky, Juric, & Mankelow, 2003; Shepherd, Carley, & Stuart, 2009); the assignment of faculty to teach specific courses (Ragan & Walia, 2010); and public policy related to higher education (Simpson & Siguaw, 2000). Given this, it is not surprising that hundreds of research studies over the past eight decades have attempted to identify and understand the factors that are associated with