In the field of education much has been made of the need for academics to engage more closely with policy-makers and practitioners in the process of knowledge production and research uptake. This paper reports results from a survey of academic educational researchers in Australia on their experience of research uptake and engagement with policy-makers and practitioners. We examine a range of variables to understand factors influencing the use of educational research. The results indicate that while research uptake is enhanced through mechanisms that improve the intensity of interactions between academics and end-users, the dynamics of research collaborations have a significant bearing on research use. Our findings provide insights into the challenges that can be confronted when academics engage in research aimed at influencing policy or practice. (Contains 2 figures and 5 tables.)