Integrating research literacy into teacher education fosters a sustainable, equitable, and effective education system by enhancing teaching practices, empowering lifelong learning, supporting informed decision-making, promoting inclusiveness, and influencing educational policies. The necessity of such research-grounded education systems is acknowledged by international organizations like the OECD. Mandates from Nordic-Baltic education ministries emphasize the critical need to enhance research literacy and skills in teacher education. This involves encouraging both pre- and in-service teachers to engage in active research, thereby fostering their professional development. Achieving research-based teacher education requires parallel processes and thorough consideration of diverse stakeholder perspectives across various educational sectors to integrate research engagement into teachers’ professional identities. This paper presents the initial findings from the NordPlus project “Teacher Research Literacy: Comparative Trajectories in the Nordic-Baltic Region” (TREL). The project involves collaboration among universities and schools in Norway, Sweden, Finland, Latvia, Estonia, and Lithuania. It aims to strengthen teacher education programs in the Nordic and Baltic regions by sharing experiences from pedagogical activities focused on developing research literacy in preand in-service teachers. By documenting best practices and analyzing national needs, policies, and research literacy training activities at partner institutions, TREL seeks to establish a unified Nordic strategy for teacher research literacy training. Preliminary results, derived from collaborative workshops and classroom observations, will be shared, along with insights from drafting a handbook of good practices for building research literacy within TREL’s professional learning network.