University EFL teachers’ practical knowledge has long been overlooked, whilst theoretical knowledge is valued as significant in their professional development. In view of the insufficient research on university EFL teachers’ practical knowledge, this paper delves into its nature and discovers three core values: experience-based, critically reflective, and socially constructive. Of this discovery, scholarship of teaching and learning (SoTL) is proposed as the most effective means to develop university EFL teachers’ practical knowledge. This paper then further discusses the convergent characters between SoTL and practical knowledge, and inquires into Huber & Hutchings “SoTL four core practices frame” as the compelling force to accumulate university EFL teachers’ practical knowledge. Such efforts aim to lead university EFL teachers to become scholarly teachers along the track of their sustainable professional growth.