With this article, we aim to spur a conversation on research implementation in the context of collaborations of mathematics teachers and educational researchers, with a special interest in projects situated in university mathematics education. Implementation has been often discussed in relation to the education of school teachers, and we suggest that the conceptual, theoretical, and analytical apparatus that has been developed in this research area can be re-purposed to study implementation. Specifically, we propose that in collaborative projects, implementation can be construed as an interactive change-oriented process, in which teachers and researchers develop their praxeologies through interaction and joint work on boundary objects. We illustrate the usefulness of this proposal with a teacher-mathematician and a mathematics education researcher who joined forces to introduce scriptwriting activities into an undergraduate mathematics course. Drawing on the theoretical analysis and illustration, we make suggestions for future implementation studies in the context of teacher-researcher collaborations.