AUQA has for the past five years been undertaking an audit process of Australian universities. The process involves universities preparing a performance portfolio that identifies the institutional vision and mission and the quality processes in place to achieve these. The philosophy underpinning the audit process is one of reflection, self-development and improvement. Following an audit visit, an audit report is produced containing commendations recommendations and affirmations. An analysis of 24 AUQA reports from across the different universities groupings revealed that AUQA has commended goodpractice in learning and teaching in a number of areas. These include, in order of frequency of commendations, quality assurance, teaching practice, social and intellectual support, curriculum development, and the physical learning environment. The analysis provides a rich source of information on which universities can build good practice in teaching and learning. The challenge is how best this work might be undertaken in the context of typically devolvedinstitutional structures. We outline an approach that may facilitate the spread of good learning and teaching practices across an institution. We consider key issues, namely where support for learning and teaching is best located, who is responsible for which aspects of support, and the communication, leadership and change management required for effective embedding of good practice.