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Purpose: Inspired by a preliminary survey of the Scholarship of Teaching and Learning (SoTL) literature conducted by Friberg et al. (2014), the current study aimed to expand the original study's findings-that SoTL was rarely published in the communication sciences and disorders (CSD) literature from 2009 to 2013-to the subsequent 8-year period (2014-2021). The latter period was of particular relevance considering the dissolution of one American Speech-Language-Hearing Association (ASHA)-affiliated publication and the addition of another non-ASHA-affiliated publication during that time., Method: Ten peer-reviewed CSD journals and the articles published in them were identified via a survey of the literature that used narrowly defined criteria developed in collaboration with a librarian. Five trained CSD graduate student raters compared a definition of SoTL to article abstracts to determine whether each should have been categorized as SoTL. Part 1 of the study investigated an 8-year time span, Part 2 investigated the remaining nine journals in the subsequent 5 years, and Part 3 investigated publication rates of SoTL in Teaching and Learning in Communication Sciences & Disorders ( TLCSD ) alone., Results: Part 1 of the study revealed that publication rates of SoTL were extremely low in the 10 surveyed CSD journals in the 8-year time span investigated. A similar and diminishing trend was found in Part 2. Even smaller percentages of journals were dedicated to SoTL. Part 3 confirmed that relatively large amounts of CSD-specific SoTL have been published in TLCSD since its inception in 2017., Conclusions: As of 2021, SoTL articles continued to be uncommonly published in CSD journals. Until recently, scholarly teachers attempting to apply SoTL in the classroom had limited resources. Beginning in 2017, TLCSD has provided an outlet for SoTL, whereas other CSD journals seem to have published less of it. Reform of publication, peer review, tenure, and promotion policies and procedures is called for so that SoTL might be included as a valid scientific endeavor.