At the beginning of the 21st century different forms of collaborative practice-based research were promoted by the Swedish Research Council. Even though the amount of money spent was minor, networks, developments project and research project were financially supported. The aim of this article is to discuss possible contributions of collaborative practice-based research strategies in the creation of both scientific knowledge and teachers’ professional knowledge. I focus on praxis-based research strategies and discuss them in relation to different spaces of experience and horizons of expectation for educational science/research.