The aim of this paper is to study the teaching-research nexus in a research intensive technical university. The research questions are (i) How are the links between research and teaching perceived by faculty?, and (ii) How are the links performed in practice? We use a mixed methods design including a survey, interviews with top management, case studies, and documentary studies of policy documents. The results show that faculty believe in the occurrence of a teaching-research nexus, primarily based on the idea that all faculty members do both research and teaching. Some informants in the study address the need for flexibility in terms of division of tasks. The results also show that faculty learn themselves as a result of teaching. For some, it is more challenging to include research on bachelor level, while some present examples of how it can be done. All informants agree that the teaching-research links are obvious on master level. The low value given in academia to the nexus is identified as one of the preventing factors. Regarding how the links are performed in practice, the results show that beside traditional courses and master theses, other options include project courses, some in cooperation with industry. There seem to be few courses on research methodology, while integrating learning of research processes in other courses seem to be more common. Generally, the research included comes from the department or from the faculty member’s own research. In this study, there are no indications of an academic drift in which engineering education lose the connections to industry; on the contrary, the results indicate reciprocity between links to research and to industry.