Research Learning Communities (RLC) was an intervention that aimed to improve teaching quality and learning outcomes by raising teachers' awareness, understanding, and use of educational research in their teaching practice. Two Evidence Champion teachers from each school attended four RLC workshops with peers from up to four other schools. Workshops were delivered by academics from the Institute of Education at University College London and examined research relating to an area of interest agreed with the schools (for example improving literacy or numeracy via growth mindsets). The Evidence Champions were then required to develop, apply and evaluate school or key-stage wide improvement strategies using the learning from the workshops; and to support other teachers in the school, aiming to raise their awareness, understanding and use of research. The trial was funded by the Education Endowment Foundation (EEF), the Department for Education and the Mayor's London Schools Excellence Fund as part of a round of funding exploring Research Use in Schools. The intervention ran for two academic years (from October 2014 to June 2016). This project used a randomised controlled trial to measure the impact of the intervention on teacher research engagement (measured with a survey) and on KS2 reading outcomes for Year 6 pupils. The evaluation was an efficacy trial. Sixty primary schools working across 14 RLCs were allocated to the treatment group, and 59 to the control group. A total of 5462 pupils were involved. The process evaluation included staff interviews, surveys of the Evidence Champions, and visits to RLC workshops. Key conclusions include: (1) The project found no evidence that Research Learning Communities improves reading outcomes for children at Key Stage 2; (2) The project did find a positive impact on teachers' disposition towards research. There was, however, some evidence that this impact may have been influenced by other factors such as the level of postgraduate qualifications or seniority of teachers that took part in the intervention; (3) Exploratory analysis identified some evidence of a small positive relationship between teachers' disposition towards research and pupil outcomes, irrespective of involvement in an RLC; (4) Evidence Champion roles in each school were intended to be held by the same people throughout the intervention, to support the development of a research-focused culture within each school. Staff turnover was therefore a barrier to implementation; and (5) Some teachers felt that it may take a number of years for participation in an RLC to change teaching practice and improve pupil outcomes. Future research could therefore examine longer term impacts.