This paper describes an evidence-based quality assurance system for teaching and learning, which takes as its starting point a well-researched theoretical perspective on student learning in higher education. We argue this explicit use of a relevant theoretical base promotes coherence between quality assurance and improvement processes. We outline the principal features of our university's quality assurance strategy, systems and processes, and describe how the university's teaching quality assurance policy and systems have been implemented. We then consider the extent to which the project has achieved its goals of fostering an evidence-based approach to teaching consistent with the student learning perspective on which the policy and systems are based. We also present data on student learning experiences showing reliable changes in the quality of the student learning experience. We discuss the applied significance of these changes, with a particular focus on changes in the experiences of commencing first year university students.