โ The heading "Teacher-Researcher Collaboration in TESOL" for a recent TESOL Quarterly forum on teaching issues (Norton, 2004) troubled me. The distinction implies a division of roles between one collaborator who does teaching and another who knows about and does research. Reading this heading led me to wonder whether, in such collaborative arrangements, authors, editors, and readers understand that one collaborator should be distinguished with the title of researcher, even when both collaborators jointly conduct a study and write for publication. Since teacher educators are also teachers, why seek a distinction as a researcher when investigating teaching? The split between teaching practice and research on teaching has been much discussed over the past decade with the TESOL organization at the forefront of efforts to bridge this gap. However, the perceived need of the TESOL authors and editors to draw a clear line between those who do research and those who do teaching indicates that within the broad community of TESOL, teaching continues to be valued differently from research. In this article I will examine the implications of the unequal power attributed to research and teaching. My discussion is hardly new, but because research continues to be so much more highly rewarded than teaching, we need to consider the damaging effects of this divide and to challenge any attempts to reinforce it in the field of TESOL.