A number of universities in the United Kingdom (UK) have launched institution-wide initiatives recently to embed inquiry and research more firmly into the student experience. Among these, the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) led a five-year development program at The University of Sheffield (TUOS) between 2005 and 2010. CILASS was a national Centre for Excellence in Teaching and Learning (CETL) awarded to TUOS as part of a government-funded, large-scale program for university learning and teaching enhancement in England and Northern Ireland. It was funded to carry out both intra- and interinstitutional development work stemming from existing practice at TUOS in inquiry-based learning, referred to in this article as inquiry-guided learning (IGL). The CILASS program, with objectives that are discussed in more detail by Levy (2007), included strands on reward and recognition for teaching, curriculum development and innovation, educational assessment and research, enhancement of the university's physical estate, and dissemination of good practice. Its main focus was on IGL in the arts, humanities, and social sciences, but its mission also extended to supporting development in a range of other disciplines. As an operationally independent unit reporting directly to the university's pro-vice chancellor for learning and teaching, CILASS worked in close partnership with a wide range of professional services and academic departments at TUOS to promote and further develop IGL collaboratively in the institution. This article offers an overview of some key themes from CILASS's own institutional development work. (Contains 2 figures and 1 online resource.)