All too often, women of color in higher education have headed the warnings of "publish or perish," accentuating the centrality of research and publications to their academic careers. However, for the preponderance of women of color, this single-minded attention to research often obscures another aspect to their work that occupies more attention, demands greater time, and yields more satisfying results: teaching and service. For the majority of women of color who are not at research-centered universities, teaching and service occupy the greatest amount of time but can also carry the greatest risks.1