This paper reports the findings of a study which investigated the role that educational research plays in influencing 29 Singapore pre-university (Grades 11 and 12) and secondary (Grades 9 and 10) chemistry teachers' curricular and instructional decision-making process. Twenty-five teachers were interviewed while four preferred to submit written responses to questions in the interview protocol. The findings indicated that factors which had an impact on the use of educational research by the teachers included those related to the teacher, school, research literature, and time. This study can inform the chemistry educational research community of the issues that are important to teachers in their teaching of chemistry and use of educational research, and ways of working with teachers to address these issues.