The University of Gloucestershire, located in the southwest of the United Kingdom, is a small university with approximately 7,500 full-time students and 400 teaching staff. It has three faculties, all with a professional or applied focus: (1) Media, Art, and Technology; (2) Business, Education, and Professional Studies; and (3) Applied Sciences. Both the University Strategic Plan and the Teaching, Learning, and Assessment Strategic Framework (TLASF) recognize inquiry-guided learning (IGL), using the broader term active learning. The award of national Centre for Excellence in Teaching and Learning (CETL) status, leading to the creation of the Centre for Active Learning (CeAL), influenced the formal adoption of IGL. The CETL program was a major investment initiative in teaching and learning in English universities. Through a competitive process, successful projects received funding of up to 5 million British Pounds over a five-year period. As a result, the University of Gloucestershire was able to develop and embed the use of IGL approaches within the institution. This article presents a case study of how IGL has been developed and embedded within the University of Gloucestershire. It highlights the different theoretical and conceptual frameworks that contributed to the evolving understanding of IGL and the importance of recognizing and working with disciplinary differences. (Contains 3 figures and 2 tables.)