Educational scholars often describe a research/practice divide. Similarly, students in teacher education programs often struggle to navigate the differences between university coursework and expectations they face in field-based placements. This self-study analyzes one researcher's attempt to address the research/practice divide from the position of a teacher educator. Teaching in a university-based mathematics methods course during the academic year and an elementary classroom during the summer recess provided opportunities to make connections between research and practice. This article examines the effects this study had on the researcher's instruction at the university level. Specifically, the article suggests ways for teacher educators to reconnect with classroom practice in an effort to remain relevant in the quickly changing world of P-12 education. In addition, the study suggests ways for teacher education programs to connect methods courses to authentic field-based experiences to help future teachers make connections between research and practice. (Contains 2 footnotes.)