In this lecture Professor Simon draws on thirty years’ experience as a teacher, teacher educator, and international researcher to argue that teachers’ professional learning can be advanced by engagement with research. Based on evidence from her collaboration with teachers through funded research projects, higher degree work and professional development, Professor Simon provides a narrative of how different forms of engagement, as suited to individuals and circumstances, can enable teachers to be critically reflective of practice and their own learning. Examples are drawn from research and development initiatives in formative assessment, science enquiry, cognitive acceleration, argumentation, and from masters and doctoral supervision. Recently Professor Simon has been involved in action research projects in schools and will draw on some findings to illustrate how engagement with research in school settings can be beneficial to practice if well-supported.