Calls from international organizations such as Organization for Economic Cooperation andDevelopment (OECD) and mandates from ministries of education in the Nordic-Baltic region highlight the importance of supporting research literacy and research skills in teacher educationand encouraging pre- and in-service teachers to concretize these skills via active research tosupport continued professional development. Research-based teacher education requires parallel processes and careful consideration of different perspectives of stakeholders in different sectors of education to enmesh research engagement into teachers’ professional identity. This paper reports on the initial work conducted within a collaborative NordPlus project "Teacher ResearchLiteracy: Comparative Trajectories in the Nordic-Baltic Region" (TREL) that engages several universities and schools in Norway, Sweden, Finland, Latvia, Estonia and Lithuania. The project seeks to strengthen teacher education programs in the Nordic and Baltic region by collecting and sharing experiences from pedagogical activities related to research literacy development in pre and in-service teachers. With its focus on documenting and discussing best practice and analysing national needs, policies, and research literacy training activities at the partner universities and schools, TREL aims to contribute to the establishment of a coherent Nordic strategy in teacher research literacy training. We will share preliminary results of the project based on the data created in collaborative workshops and observations of the English classrooms at the partner organisations and share our experiences of drafting a handbook of good practice for building research literacy in TREL’s professional learning network.