The purpose of this paper is to provide a theoretical stance on integrating implementation and research. Implementation should be made integral to research because viewing research and implementation as an integrated whole is a more useful perspective for educational research and practice. A consequence of this position is a marked blurring of the boundaries between researchers and practitioners and an expanding of the vision of the nature of the products of research and how they are shared. From this position, we conceptualize four characteristics of research in which implementation is integral, and we illustrate them with the example of a case study of a teacher learning to teach linear functions through problem posing. In particular, we highlight the notion of an artifact that embodies and provides space for the dynamic intertwining between implementation and research. This intertwining represents what we mean by implementation being integral to research, and it has implications that ultimately blur the boundaries between the roles of researchers and teachers. We conclude by raising several pressing questions about the conduct and communication of this kind of research in education.