Despite the numerous attempts to engage teachers on a practical level with evidence-informed pedagogies, there is little empirical research that maps the journey, from the inception to the implementation and practical applications, of a research centre within a school with the aim of embedding evidence-informed practice within the school. This paper will seek to address this empirical gap by providing the case study of one school that set up such a centre. Data for this paper was collected through 10 interviews and 42 questionnaires with staff at the school as well as by outlining the case study of how the centre came to be. Our preliminary findings suggest that for a centre for evidence-informed practice to be successful there needs to be a clear direction from senior management and give time for engagement, teachers can be sceptical of research which can be too opaque and jargonistic and the job of the researchers should concentrate on making everything accessible but not simplistic. We also found that a centre for evidence-informed practice can be best utilised for creating partnerships and collaborations with other schools, it can enhance the digital education capacity of teaching staff and should provide a diversity of resources to cater to the various interests and needs of the teaching body. Despite the uniqueness of the case study, we argue that findings can aid schools that are thinking of embarking on a similar process and provide ideas of how this can be done successfully.