Despite increasing emphasis on research-informed teaching, pedagogical research is often perceived by educators as irrelevant, inaccessible, or difficult to apply in practice (Cochran-Smith & Lytle, 1993; Farley-Ripple et al., 2018; Hargreaves, 2007; Matusov, 2017). Teachers frequently report that research articles fail to communicate clearly what works in teaching, making them hard to read and understand (Bartels, 2003; Zeuli, 1994). This disconnect persists even as expectations grow for teachers to integrate theory and practice to build professional competence—an approach shown to positively impact student learning outcomes (Hellang & Rambø, 2017). In response, this project investigates how Norwegian music teacher students engage with research-based knowledge and how such engagement can support their development as reflective and research-informed practitioners.The study combines a survey and a practical assignment to explore students’ attitudes, experiences, and challenges related to research literacy: reading and applying research in the context of instrumental music education. The research question is: How can the design of higher music teacher education strengthen students’ ability to integrate research into their pedagogical practice?The first part of the project consists of a survey targeting music education students. It examines their perceptions of the relevance of research for teaching practice, their preferred formats for accessing research, and the barriers they face in engaging with academic literature. The survey also explores students’ understanding of the concept of a “research article,” their expectations when reading research, and whether they have experienced research as influencing their views or practices in music teaching.In the second part of the project, participants complete a structured assignment. They select a peer-reviewed article related to instrumental teaching and produce a short, accessible summary in Norwegian. They then design a teaching plan that applies insights from the article to a specific student group (e.g., one-on-one or group instruction in a music school setting), and reflect on the article’s content in light of their own teaching experiences.Following the assignment, students share reflections on the process, including what they learned, how they experienced working with research literature, and whether the task influenced their thoughts about using research findings in educational practice.By combining survey data with experiential learning, the project aims to generate deeper insight into how research-based knowledge can be made more accessible, relevant, and inspiring for music teacher students, ultimately bridging the gap between academic research and pedagogical practice.