A recurring issue for researchers, policy-makers and practitioners is how new knowledge can be disseminated, critiqued, assessed and incorporated into policy development and practice. Campbell and Fulford examined strategies in a Canadian Education Ministry which was striving to incorporate research findings into policy debate. They evolved a useful framework identifying six forms and stages of knowledge development related to research use in this context: generation of new knowledge, mobilisation, contextualisation, adaptation, application and integration. This paper uses their framework to explore links between research and practice in a collaborative cross-cultural partnership designed to develop greater capacity in teacher education in a Pacific country, and based on action, co-construction and reflection. It argues that there are blurred boundaries between knowledge production and its practical implementation, use and testing, that contextualisation and relationship building are crucial to knowledge mobilisation, and that knowledge is generated across all stages in the process.