This article explores the growing importance of Teaching Philosophy Statements (TPS) as a tool to positively impact teaching styles and methods. The changing landscape of teaching at the college level is addressed with an emphasis on the growing importance of accountability. How new and senior faculty are affected by the TPS is considered as well as the approach that should be taken in writing a TPS. The benefits of having a TPS are discussed as are the fears faculty may have of something that seems so benign at face value. Finally, a brief recommendation is posited on the best way to introduce TPS to faculty in a non-threatening way.