This article draws on data collected during a funded research project on undergraduate teaching within a single discipline, social policy. Starting from observations drawn from analysis of the interview transcripts, the article develops the concept of ‘integrity of practice’ from the literature on reflective practice and the scholarship of teaching. Integrity of practice enables the lecturer to explain and justify decisions about teaching and learning activities to his or herself, as well as to students, colleagues and institutional and other policy makers. It provides for core stability in times of great changes in higher education and enables innovative practice to be justified and disseminated.