This article examines the growth of practitioner research in England through the creation of the Learning and Skills Research Network (LSRN) and identifies its effect on subsequent developments in what is generally known as the Lifelong Learning Sector (LLS). It offers an analysis of this development as a case study in developing practitioner research. Staff in further education (FE) and adult and community learning (ACL) are normally expected to focus on teaching and training rather than undertake research, in contrast with their counterparts in higher education (HE) where, particularly in the more traditional universities, staff are expected to undertake research as primary focus. The increasing focus on evidence-based policy making by government provides a growing impetus to foster research capability within the LLS. The large organisational structures that comprise the LLS today demand strong management of resources, human, capital and financial. For any government targets to be met, the sector needs to be galvanized into appropriate and effective action. To best achieve this requires research and development and the practitioners could benefit from this need to develop their own research skills in the creation of, and use of, research findings. The author argues that research in the LLS needs to be designed appropriately but also needs to be undertaken where the intervention and origination of targets and goals is not a political but a sector-led endeavour.