Debates about the relationship between research and practice are not new and not confined to the field of conservation. Building on experiences of practitioner-researcher relationships of Namibia's CBNRM programme and reflecting them through the lenses of organisational learning theories, this article argues, that the divide between researchers and practitioners is characterised by antagonisms between two distinct epistemic entities rather than a divide between natural and social sciences. Based on positive lessons from the CBRNM programme we suggest basic elements that may help to improve the relationship.