A disconnect exists between teaching and research; and it has become easy, if not automatic, for K-12 teachers to be enthusiastic about teaching and less supportive of research. As a student teacher, the first author found herself adopting the stereotype that research is associated with the sciences and is less pertinent to K-12 education. She never had paused to consider what counts as research and how she, as a future educator, could bridge the gap K-12 teachers consistently encounter when considering research and teaching. Then she began making connections. After spending a summer involved in an undergraduate research experience, she has had many opportunities to consider this question: What can a student teacher learn from undergraduate research? First, undergraduate research is not limited to mundane science experiments found in textbooks and required course assignments like research papers. Rather, undergraduate research is an inquiry-based learning approach that involves "asking" questions, "conducting" original experiments, "solving" real problems, "answering" questions, and "being actively involved" in the learning process. Next, efforts like undergraduate research opportunities should be promoted so that steps to narrow the gap between teaching and research can be executed. The research process is not limited to only those who participate in the sciences. Rather, it is limited because one chooses not to embrace it. Educators in the 21st century must accept that research and teaching exist mutually, not exclusively. Only then will they become truly great teachers.