Discussions and debates of theory in technology enhanced learning (TEL) within higher education (HE) are often characterised by instrumentalist motives, where theory is either juxtaposed somehow with reality or is used in expedited attempts to order, predict and monitor directly business-driven outcomes. The current paper instead examines and interprets scholars’ experiences of their activities at a nexus of their research and practice; specifically, how participants conceive of their own scholarly interactions with theory in TEL. The paper summarises an interpretive study conducted in mid-2019 with teaching-focused lecturers at the Royal School of Military Engineering, a school providing HE in infrastructure engineering for defence personnel. The paper first describes problematic notions of scholarship, theory and TEL then analyses the related existing literature, to illustrate a dearth of studies which examine experiences, perceptions and conceptions of scholarly interactions with theory in TEL. A phenomenographic study is presented, with outcomes disclosing four parsimonious conceptions ranging in successive inclusivity and complexity. Participants conceive that scholarly interactions with theory in TEL enable them to: understand their own competence; exhibit their own competence; critique the change endeavours of others; and undertake their own change endeavours. The categories of description and dimensions of variation show how, to the study’s participants, the status of theory in TEL is very much thriving and informs sociocultural perspectives of TEL’s enhancement. The findings also expose important contradictory social conditions, which are beyond the scope of phenomenography and are lucrative for further research of an interventionist nature.