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AcknowledgementsWe gratefully acknowledge all the interviewees who gave their time for interviews for this work and the We provide one of the first studies of the UK National Ecosystem Assessment (NEA), itself one of the first national-level assessments of ecosystem services. We explore expectations, early experiences and implications for its role in promoting knowledge use, drawing on both documentary evidence and qualitative analysis of interviews with NEA authors and potential users.Many interviewees expected instrumental use i.e. facts directly assisting problem-solving. This matches the rhetoric surrounding the NEA's creation. However, we found more early evidence of interacting conceptual uses (learning), and strategic uses (sometimes deemed mis-use). Such uses depend not only on assessment outputs, i.e. reports, but also on the processes of communication and interaction by which these are created.Thus planning and analysis of such assessments should de-emphasise instrumental use, instead focusing on the complex knowledge 'co-production' processes by which diverse and interacting forms of knowledge use may be realised.