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The starting point of this paper is that there are many reasons to develop closer links between research and teaching. To do this, it is argued, we need to move beyond debates that fracture the engagement of teaching with research (or research with teaching) and instead focus on the development of an understanding of what is necessary to bring research and teaching closer together. Opening with a review of the current literature on research-led teaching (RLT), the paper also draws on the views of research-led teaching provided by senior academic managers at a Melbourne university when interviewed in 2006-2007. The paper then looks at the variety of ways in which research-led teaching has been implemented across the university's ten faculties.