The Teagle Foundation’s Graduate Student Teaching in the Arts and Sciences (GSTAS) initiative, first piloted in 2010 and expanded in 2012, engaged hundreds of graduate students, faculty, staff, and senior administrators across eight elite universities and two professional associations in thinking deeply about undergraduate teaching and learning. This white paper describes findings and lessons learned from site visits to seven GSTAS grantees. The authors argue that a key element of success in these programs was their treatment of the development of knowledge and practice in teaching, and the development of knowledge and practice in research, as both similar and synergistic. They also observe that, despite substantial differences in project design, the Teagle projects constituted a graduate-level version of “high-impact practice,” such that participants experienced first-hand the kinds of instructional strategies supported by much of the scholarly literature they were reading.