The purpose of this article is to explore the pitfalls and benefits experienced whilst implementing elements of a co-research approach with teachers during a three-year research project which sought to explore perceptions of informal learning in secondary music education. The co-research methodological approach was adopted due to (a) the perceived benefits that were believed to enhance the project and (b) to build upon the often fragmented research-practice relationship within the field. Within four case study schools, music teachers were invited to become co-researchers for two elements of the project: to propose a research priority to be investigated within their own setting relating to the overall focus of the project; and to propose methods that were deemed to be most appropriate and relevant for use within their setting. The pitfalls and benefits identified whilst implementing the co-research elements have been presented, along with two key recommendations: that co-researching was considered valuable enough for researchers within the field to develop and further implement the approach; and that additional support, time and encouragement should be provided for teachers in order to facilitate co-researching to a greater extent.