Interactive Research and Development on Teaching (IR&DT) was initially proposed as an alternative to linear educational research and development strategies that often resulted in irrelevant, uninterpretable, time consuming research that did not actively involve teachers. This paper reports on the insights gained from implementing the IR&DT strategy. Major insights discussed are: (1) nature of collaboration; (2) participant characteristics; (3) technical assistance requirements; (4) rigor and usefulness of research; (5) IR&DT as an intervention as well as a research strategy; (6) reduction of time lag between research, development, and implementation; and (7) cost effectiveness. Recommendations for further use of IR&DT are included along with a brief description of the IR&DT teams. (CJ)