In this paper, I present a conceptual argument for "teaching-led research" in which university lecturers construct courses that directly and positively influence their research, while at the same time, safeguard and enhance the student experience. A research-pedagogy for higher education considers the link between teaching and research, but rather than the more usual conception of research-led teaching, in which teaching is enhanced by research, it becomes teaching-led research in which research is enhanced by teaching. I argue that this idea is foundational to the modern research university, but also difficult to realize unless teaching and learning are designed for these ends. A potential model is teaching undergraduates as researchers with students learning by doing research and I present a case study from a science degree programme. I conclude by anticipating the likely cultural and political barriers to teaching-led research and suggest how tensions can be managed.