This study reports on the steering of a self-access learning center in a Japanese university by its "middle management" committee over the first years of its operation. Middle management practice was informed by an ethnographic archive of various facets of center use, particularly concerning language policy and curriculum integration, issues about which the archive reveals considerable shifts in stakeholder views over time. It is argued that this evidence-based middle management style has been an effective, but sometimes limited, means in decision-making as it succeeds in placing research at the center of middle management activity, not at its periphery. (Contains 5 tables.)