This article explores from a sociological perspective how MA students of Education perceive the impact of their teachers' research activities on the quality of teaching and learning in higher education in the UK. It originates from a qualitative research design, from in-depth, semi-structured interviews with 43 postgraduate (MA) students of Education. It argues that students perceive the impact of teachers' research activities in different ways, and that they use different criteria to form and inform their perception. It concludes that most of the students perceive a positive relationship between teachers' research activities and the quality of their teaching. The findings have implications for the establishment of teaching-only universities, teaching-only posts (contracts) and policy for funding research in higher education in the UK.