The first "Connecting Practice and Research" column (Lampi, Dimino, & Salsburg Taylor, 2015), introduced a Research-to-Practice partnership (Coburn & Penuel, 2016) between two faculty from a community college and a university professor who were aiming to develop effective integrated reading and writing (IRW) instruction through a sustainable, professional development model. A second column examined the refinement process these instructors experienced while designing and implementing the IRW course (Salsburg Taylor, Dimino, Lampi, & Caverly, 2016). In this third column, we will review how this partnership became a rich source of data for researching and evaluating both IRW as well as the accompanying professional development via Torraco's (2014) call for research on practitioner-scholar collaborations: "Practice is not only a setting for the application of knowledge, it is a source of knowledge generation" (p. 1201). [For the first part of this series: "Connecting Practice & Research: A Shared Growth Professional Development Model," see EJ1106055. For the second part: "Connecting Practice to Research: Making Informed Pedagogical Decisions," see EJ1117735.]