As organizing bodies for discipline communities, academic associations can help to galvanize, facilitate, and scale efforts to improve undergraduate STEM instruction. Rebecca Griffiths conducted a study exploring the ways in which academic associations have engaged with undergraduate education, how they are organized to pursue this part of their missions, and future opportunities to expand their impact. To learn about the disciplinary associations, 11 current and former association staff, seven elected association leaders, and two program officers from funding agencies were interviewed. Griffiths reviewed an array of publicly available documents (website materials, strategy papers, financial statements, committee bylaws, and charters, etc.). In this article, she describes three categories of significant variation in the approaches used by this set of associations related to engaging with undergraduate education: (1) their allocation of resources and organizational structures; (2) the extent to which they recognize achievement in education and education research and participate in training the next generation of faculty; and (3) their record of working to shape curriculum standards and disciplinary teaching practices.