The recent move towards more ‘evidence informed teaching’ has seemingly increased the interest of schools in researchers and academia, and of academia in schools. This development presents us with several questions. How can we best organise this relationship? Do teachers need research literacy skills? Why would academia be interested in cultivating teacher-researcher links? This talk will explore these questions and give several examples of research projects, most concerning mathematics in secondary education, where fruitful collaboration between me as researcher and classroom teachers, brought benefits to the school and higher education. The workshop will explore what opportunities and opportunities there are in working together, but also -in light of workload discussions- some of the risks.