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This Article looks at the positions of Quebecer organisations, groups and actors in the field of knowledge transfer: what are their interests, ideas and values in relation to the production of knowledge, its transfer/mobilisation in professional action and its appropriation by frontline actors? It analyses the reports submitted by these actors to the working group in charge of the public consultation on the creation of a National Institute for Excellence in Education (INEE)—modelled on its medical equivalent, the National Institute for Excellence in Health and Social Services—and focused on the use of evidence-based education.Social field theory is used to analyse this debate. All the categories of actors share an equal assessment of the transfer of quality research and claim a role regulating teaching practices, testifying to a strong investment in the field. However, the groups of actors adopt divergent positions on the quality of research and the ways in which teaching practices are regulated. The results suggest that the INEE project should be seen in the context of results-based management, which has been understood by some of the actors. This project contributes to the institutionalisation of reflective accountability, which is typical of Quebec, combining external mechanisms and the internal dispositions of actors.