This paper reports on findings from a two-year project, which explored whether undertaking small-scale action research supported the development and articulation of the values of trainee teachers. Underpinned by a conceptualisation of teacher professionalism which prioritised research literacy, it used questionnaires to collect data from a sample of 220 B.Ed. students. The analysis utilised themes relating to "research literacy" and "teacher formation." Findings demonstrated that students saw the relevance of empirical practitioner research. This process also appeared to afford opportunities for students to reflect on, and articulate, their values, and consider their impact at both a personal and pedagogical level.