Prior studies indicate that faculty often struggle with Scholarship of Teaching and Learning (SoTL) research due to limited knowledge of relevant research methodologies and data analysis techniques (Boshier, 2009; Kim et al., 2021; McKinney, 2006). Faculty developers at a teaching-intensive institution created an innovative, scaffolded model to address critical knowledge gaps experienced by faculty new to SoTL. This project expanded an existing short-term scholarship program into a year-long program that paired paid faculty mentors with SoTL novices. The SoTL Fellows programming coupled with faculty mentorship helped build faculty's skills in research design, assessment creation, and data analysis in order to support moving research projects from idea to publication. Importantly, the SoTL Fellows program provided scaffolding of new skills, accountability to commit time to scholarship, and opportunities for interdisciplinary collaborations. Programming that strengthens specific skills, acknowledges demands on faculty's time, and provides fair compensation to faculty participants and their mentors will be most effective.