Globally, teacher education (TE) is challenged to change relationships with schools and teachers and become more collaborative in teaching and research. This study examined the way knowledge is developed, shared, and used when school and institution of higher education (IHE) partners create research networks in the context of master’s programs for in-service teachers. These knowledge processes were studied from a social network perspective and compared in two different TE contexts. During 10 months, this mixed method study obtained two school networks and 36 personal networks and 124 critical incidents from 36 individual logs and interviews. Cross-case analyses provide insight in the social network structures, interpersonal relationships, and knowledge processes among IHE’s and school’s partners as well as the challenges in developing closer research relationships in a TE context.