This paper examines the use of research and evidence in the formation of education policy within London local authorities. In particular it explores the policy processes in three local authorities, and observes the role of research and the interplay between research and policy within each. We begin the paper with a general overview of policy process literature, before analysing the policy formation stage in detail. We then explore the findings of in-depth semi-structured interviews held with cabinet members who were responsible for children's and education services at three different local authorities. The paper concludes by presenting three scenarios of London local authority (LA) engagement with evidence and illustrates how such engagement varies, both according to the ideological leanings of authorities and the relationship such authorities have with central government.