Mistrust between practitioners and academics in Northern Nigeria's primary education sector has severely limited the potential for intra-sectoral collaborations that could lead to the development of robust policy-focused research. This paper examines a Research Capacity Strengthening Strategy (RCSS) intended to bring the two sub-sectors together. The RCSS had five components: (1) engaging in policy-driven research; (2) partnership; (3) mentoring; (4) repeated policy feedback; and (5) hands-on support. These components are examined here in the context of a collaborative study aimed at generating policy recommendations for the identification, recruitment, and deployment of effective primary school teachers. The RCSS was a success but it highlighted the problem of intra-sectoral mistrust. It was evaluated through a qualitative case study. Here that mistrust and its resolution are explored and explained with reference to social identity theory. Although the findings are context-specific, they have considerable significance for addressing concerns about intra-sectoral mistrust in and beyond Northern Nigeria.