This paper uses the notion of perspectives, derived from Activity Systems Theory as a lens through which to examine the process of change in one UK university. It argues that change is a multidimensional phenomenon and so examines the drivers and barriers towards change in teaching practices through the differing and at times conflicting viewpoints of those involved. This is a qualitative case study, based on in-depth interviews. It considers how groups interact and move towards new practices through examining three different perspectives and the associated disturbances that can either promote or disrupt change. It concludes that through a detailed examination of the multiple layers of change, this process can be better understood.