The purpose of this qualitative descriptive study was to explore how experienced elementary educators in Central Montana described their use of new knowledge from research evidence to inform their teaching practice. Data sources included 15 semi-structured interviews and two focus groups. The Cognitive Affective Model of Conceptual Change was utilized with the current literature to guide creation of the research question: How do experienced elementary educators describe their use of new knowledge from research evidence to help inform their teaching practice? Analysis of the data resulted in 682 codes that coalesced into 48 final codes, and six themes: Experienced elementary educators described (1) the definition, relevance, sources, rigor, and application of research in teaching as elements that comprise research knowledge, (2) frustrations that affect their ability to utilize new knowledge due to a lack of practical, resource-supported, and engaging professional development and research dissemination, (3) the differences of experience, and teacher preparation program vs. master's education in directing their use of research knowledge to inform teaching, (4) the lack of time to prioritize research considering they are overwhelmed by other teaching tasks including classroom management, (5) sources of research knowledge and elements of choice, practice, collaboration, and participation as activities that improve research engagement, and (6) the importance, application, choice, and relevance of research knowledge that leads to motivation and reflective teaching practice. These themes provide better description of how educators engage with research. Further research is recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]