This is the third report in the Teaching and Learning Research Initiative (TLRI) Project Plus series of analyses. It presents the findings from an exploratory investigation of the impacts of the Teaching and Learning Research Initiative (TLRI). The investigation sought evidence of the extent to which TLRI is meeting its three core aims: (1) Building a cumulative body of knowledge that links teaching to learning; (2) Enhancing links between research and practice across the early childhood, school, and tertiary sectors; and (3) Growing research capability and capacity in the areas of teaching and learning. The intention was that these aims would be addressed via carefully constructed research projects, awarded in small numbers each year after a highly competitive bidding round. By the time the research reported here began in early 2016, 125 projects had been funded. The research questions that guided this work are: (1) What knowledge outputs have been generated, both within and beyond the project; (2) Does the team have evidence that insights from the project have been picked up and used by others; (3) How have project activities and findings impacted on teaching and learning within and beyond the project; (4) What evidence do the researchers cite to support their impact claims; (5) In what ways have each respondent's research skills and knowledge changed as a consequence of taking part in the project; and (6) What perceptions does each participant have of the impact of their project within the New Zealand education system as a whole? A stratified random sample of 12 completed TLRI projects was drawn, aiming to be representative of projects from the three sectors (early childhood, school, tertiary) and of shorter and longer running projects. The sample included options for substitutions should these be needed. Other variables considered were: length of time since project completion; and type of project (Type 2 projects are considered to be more exploratory than Type 1 projects). The survey was short. Researchers aimed to keep response times as close as possible 10-15 minutes so that respondents were able to give their impressions of impacts without being overburdened. The clear pattern here is that the strongest impacts occurred when putting new knowledge to work in actual teaching and learning contexts. Practitioners who perceived short-term impacts on teaching and learning also perceived that these were sustained longer term.