The benefits of drawing upon evidence-based practices in teaching and learning--such as self-regulated learning (SRL)--are well documented. However, effectively translating and implementing this evidence into diverse higher education (HE) teaching and learning contexts is challenging and complex, and as yet not well understood. Translational approaches that utilise knowledge brokers as mediators between the research and its application into practice have shown promise in transforming evidence-based principles of learning into contextually relevant, meaningful and useful application. This paper describes an exploratory qualitative case study into how five academics implemented evidence-based practices into their teaching and learning programmes, drawing upon a shared Higher Education Learning Framework (HELF) and with support from knowledge brokers. Using a Community of Practice (CoP) framework and a case study methodology, the study aimed to better understand the barriers and enablers to effective implementation of evidence-based practices in SRL across diverse teaching contexts. This study has suggested that to effectively implement evidence into HE teaching, learning and assessment practices requires a community and systems-based approach, with members of the HE learning community--students, academics, tutors, leaders, learning designers, knowledge brokers, alumni--all having a role to play. Systemic barriers (e.g., values of research over teaching in HE, systemic devaluing of teaching in education sector, fiscal, curriculum restrictions, more rewards and incentives for research than teaching excellence) are harder to overcome and may need to be addressed through a different approach.