Although research and teaching have often been regarded as complementary in enhancing the quality of student learning, little previous research has explored the conflicts associated with linking the two activities. This paper aims to examine specific issues arising within the environmental building disciplines at a UK university, and to explore strategies for achieving optimal research-teaching links. The results reveal that research-teaching linkages within these disciplines were interrelated and dynamic, but could be controversial, evidenced in coexisting multifaceted conflicts and complementarities. The research pointed towards a number of potential strategies for achieving optimal research-teaching linkages. In particular, it is critical to link research and teaching systematically right across an entire educational programme to address the progressive nature of learning and to maximise the potential of the research-teaching dynamic.