Purpose: The aim of this article is to contribute empirically and conceptually to the literature on educational leaders' autonomy by directing attention to the role of research. This topic has not been sufficiently explored in previous research despite its growing importance in light of the expectations of leaders to a greater extent being involved with and connected to research and researchers in their work. However, we know little about how leaders negotiate such demands with their autonomy and whether it is seen to expand or restrict autonomy. Design/methodology/approach: By adopting the sociology of professions perspective on extensive data from interviews with municipal and school leaders in Norway, we analytically delineated three aspects of the role of research in educational leaders' autonomy. Findings: (1) The relationship between research competence and perceived autonomy, (2) the relationship between partnerships and perceived autonomy and (3) the implications of research for school development processes. In the interconnectedness of these three aspects, research presents several opportunities for educational leaders to identify and use autonomy in ways that empower themselves, how they receive their professional autonomy, and how they use it -- but also as partly restricting. Originality/value: The role of research in leaders' autonomy has received limited explicit attention in the literature on autonomy, and given the current emphasis on increased research-based knowledge and practice, there is a need for empirical and conceptual contributions.