Work-integrated learning (WIL) is a form of practice-based education. This chapter describes how practical knowledge about WIL was developed among academic staff through a university-wide project to embed WIL into educational practice. In this project, the model of distributive leadership was applied within a “communities of practice” framework, with a focus on doing WIL. Throughout the process, openness to the dialectic between practice and theory was continuous. The author’s reflections on the project, from the position of project leader, and other empirical data are analysed to describe the processes of WIL undertaken by university staff during the change period.