A traditional definition of what constitutes a research literate teacher is one which states that teachers should be regularly able to engage with and explore the implications of research, and that students should be entitled to lessons which are informed by the best research-based evidence. But what does it mean to individual teachers to be ‘research literate’ in their field? It is only after finding a satisfactory answer to this initial question that they can gauge how literate they are and determine what they can do to become more so. Dudley Reynolds, the current President of TESOL International Association will lead the first session of this full-day development course, by focusing on how teachers can advance in the profession through research and learn how increased knowledge and understanding about research can make them better teachers. In the second session, David Palfreyman will draw distinctions between the different approaches to research data collection to facilitate teachers aligning their approach as closely as possible to the purpose and context of their research. After lunch, Daniel Xerri will discuss ways to embrace the wealth of research available so that, rather than being overwhelmed by it, teachers have the means to select and synthesise by being able to identify the relevance for and connection to their personal professional context. Christine Coombe will lead the final session with considerations of key philosophical obstacles teachers face finding a practical definition of research that provides them with a basis to investigate and, thus, improve their classroom practice.