Post-secondary institutions, especially those with a research focus, face a challenge in ensuring consistent and high-quality teaching, in part because many members of the teaching faculty have backgrounds in research instead of teaching. A common part of meeting this challenge is the presence of Centres for Teaching and Learning (CTLs) on university campuses. This study examines the situations of CTL directors at research and teaching-intensive post-secondary institutions across Canada, with an aim to develop an understanding of the current context in which Canadian CTLs are operating, as well as the experiences of those who lead the CTLs. The qualitative study consisted primarily of 60- to 90-minute individual semi-structured interviews. The findings of these interviews were coded into four main categories: the evolving purpose of CTLs, key drivers of change, common challenges, and future trends. The implications for this research are two shifts: one mirroring a shift in education development to embracing Boyer's work and secondly moving from a service to a leadership orientation. A thriving CTL is an indication of a university culture that values teaching, learning and scholarship.