This paper reports on a research case study, conducted in a school in Western Sydney, Australia, in which teachers worked with researchers and students to create learning experiences that reflected both intellectual quality and significance--two dimensions of the NSW Quality Teaching Framework (QTF). Findings suggest that these dimensions of the QTF were not implemented in a balanced way and this reflected a lack of support for the professional learning of teachers which the researchers could have helped to address, but did not. The paper argues that teachers should be supported by ongoing professional learning in order to sustain innovation and change.