This paper describes the Teaching and Learning Regime concept, situating it within top-down university policy implementation and its possible interactions, with bottom-up disciplinary cultures. It argues that top-down policy implementation needs to acknowledge the importance of disciplinary practice architectures and the enablements and constraints they present. Policy will manifest itself in different ways in Teaching and Learning Regimes because it will be filtered through a variety of cultural components or 'moments'. It concludes by explaining the implications for educational developers acting as 'cultural workers' within the dynamics of top-down institutional policy implementation and academic practice architectures on the ground.