Interviews were conducted with 30 teacher educators and the chairperson or dean in 6 undergraduate teacher education programs to investigate their use of research in teacher preparation. Among the findings was evidence that faculty typically learn about research through journals and conferences and discuss research most often in context with other issues, such as program revision and accreditation. Faculty members would be encouraged most to get involved with research by released time and seed grants and are inhibited by lack of free time, other work priorities, and committee responsibilities. Research is typically regarded as one process for gaining knowledge and exposing students to a wide variety of ideas, and research findings are selected for discussion on the basis of fitting into the existing conceptual structure of the course, the instructor's own standards, and easy availability. Most frequently cited instructional objectives for using research were to develop critical thinking and supplement the existing knowledge base. Faculty most frequently emphasized theories underlying research findings or answers and kinds of studies rather than individual investigations. (JD)