The aim of this paper is to report on the project “The place of research within postgraduate training for DC teachers” that took place in 2014, in Bogotá (Colombia). The project focused on the perceptions teachers who benefited from the 894 project run by the Education Secretariat had regarding the link between research training, educational practice, and the teaching profession. This research was based on a hermeneutic approach and used both qualitative and quantitative research techniques that made the exploration of notions and purposes of research within postgraduate programs possible. Methods and strategies used in research training, as well as its link with educational practice and the contexts teachers taking the courses came from, were also the subject of analysis. Findings are nothing but thought-provoking given the current discussion on research training in postgraduate programs for teachers. The fact is that there is widespread interest in changing educational practice for the better, and contributing to teachers´ professional development, meeting the need to reflect on pedagogical expertise (know-how), the characteristics of each discipline and, to a lesser extent, contextual factors. These and other research findings provide a basis to establish relationships between the interests of public policy, universities, schools, and teachers undergoing postgraduate training.