Many universities and professional associations recognize excellence in teaching with awards; however, research findings on the impact of an award on teaching identity are mixed. The objective of this study was to qualify the impact of receiving a National or Regional United States Department of Agriculture Teaching, Extension, and Research Award (TERA) on teaching identity. Secondarily, this study explored how well award-winning teachers' self-identities and behaviors corresponded with recognized characteristics of excellent teaching. A phenomenological approach utilizing semi-structured interviews and researcher reflexivity was used to gather information from 12 TERA recipients. Findings indicate that faculty members recognized for excellence in teaching demonstrate known characteristics of effective teachers, seek guidance from the Scholarship of Teaching and Learning, and feel that teaching continues to be less valued than research in their institutional cultures. Results suggest that departmental and college level administrators can foster subcultures that promote teaching excellence through access to professional development opportunities, support for peer mentoring and evaluation, and revised promotion and tenure policies that recognize teaching effectiveness as a productivity metric.