Our first chapter explores five key narratives that characterise debate in contemporary higher education. These narratives are the cultural backdrop for attempts to introduce any new or innovative pedagogy, and understanding them will help us when we need to generate support for authentic learning proposals. We consider notions of the ivory tower and academic freedoms, the places in which different forms of learning should and could take place, debates over vocationalism and ‘dumbing down’, fears of consumerism amongst students and the ways in which the cultures of different institutions will support or constrain any attempts to develop new approaches to delivering the curriculum. By debunking some myths, and offering some historical context, we hope to help you understand the extent to which barriers that may be encountered are real or whether they are a mask for other objections, fears or insecurities. We hope to share ways to protect and defend innovations at key stages of development and promote understanding of how best to learn from all of those involved in the process of teaching and learning design.