We provide an overview of lessons learned from two versions of a graduate course on knowledge building, each taught jointly at Simon Fraser University and the University of Hong Kong in 2000 and 2003. The courses provided strong connections between studying literature on knowledge building and examining and supporting ongoing classroom work with Knowledge Forum. Both courses led to significant efforts in schools to implement and further develop knowledge building practices. We discuss the instructional designs and lessons learned about the difficulties teachers face in learning about knowledge building. The instructional designs have potential for fostering what C. Bereiter (2002) calls a hybrid culture of teaching and research. The presentation will include analysis of interviews with teachers and analysis of the K-12 classroom work resulting from the courses.