This paper addresses the question of how the system of quality assurance in UK higher education has responded to the shift from teaching to learning by promoting a culture of enhancement in higher education institutions. It contends that the adoption of approaches encouraging active learning by students has been mirrored by a shift in quality assurance methods, which have moved from compliance to enhancement, by requiring institutions to take deliberate steps to improve their provision. This has resulted in student engagement becoming a central expectation of reviews. This contention is supported by two illustrative case studies identified by QAA review methods.