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The aim of this paper is to explore how a teaching restaurant could be developed as an internal research (R), development (D) and innovation (I) environment based on the ideas of the students and the teachers.

Theoretical framework is composed of constructivist pedagogy. The four types of internal environments, namely learning, development, research, and innovation are described. A case organization's pedagogical model of Learning by Developing is illustrated. Empirical data were collected by utilizing a sentence completion method from the students and the teachers at the case teaching restaurant.

The empirical results illustrated that a teaching restaurant could be developed from the viewpoints of all four environments. However, the students and the teachers do not necessarily perceive a great difference between the aforementioned environments. Furthermore, the students identify more innovative research, development, and innovation (R&D&I) opportunities when compared to the teachers. The socio-cultural constructivist pedagogy was emphasized in the form of team work.

When developing a teaching restaurant, both the students’ and teachers’ ideas could be collected. Also both cognitive and socio-cultural constructivist pedagogy proved applicable.

A teaching restaurant offers possibilities for constructive learning, R&D&I which can be applied to skills, processes, and services for both individual students and students as team members.