School–university research networks aim at closer integration of research and practice by means of teacher research. Such practice-oriented research can enhance teachers’ professional knowledge development, and can benefit both schools and university. This paper reports on 21 participants of a school–university research network embedded in a Master’s program. The main question was: which aspects of a school–university research network play a role in processes of developing, sharing and using knowledge based on research by Master’s students? Fifteen network aspects were distinguished, which together provide a useful framework for better understanding and further study of knowledge processes in school–university research networks.