Central to the project was the implementation of three chosen spelling strategies, to support the improvement of learners’ spellings, word recognition and writing skills. Each lecturer chose their own approach and implemented their chosen strategy over a 9-week period. The teachers evaluated their strategy on a weekly basis to identify learner engagement, impact on progression, and progress made. All the participating teachers found that even though time constraints were involved, the research project gave them the opportunity to use evidence-based practice to trial TLA strategies in the classroom to accelerate the progress learners made.