The debate of connecting theory and practice within teacher education is persistent and controversial. This article shows an approach regarding how students of teacher education perceive the connection between theory and practice through research-based learning in the context of university schools. The results of key situations experienced in a research-based learning arrangement which contribute to the relationship between theory and practice are presented in an explorative research study. The results show that this format contributes in various ways. Counselling sessions, mainly from university schoolteachers and lecturers from different perspectives, foster a better awareness of equally justified but contradictory teaching actions.