The design and implementation of a two-year project on research utilization in elementary teacher education (RUETE) integrates: (1) the application of research on effective instruction; (2) the utilization of processes of adult learning in a systematic manner; and (3) the development of teacher education academies. The first of the study's two phases is designed to establish a Regional Teacher Education Team (RTET), incorporate recent research findings from elementary school effectiveness studies into the preservice elementary school teacher education process, and to inform the initiation of the teacher education academies. The second phase proposes to concentrate on more fully developing the academies, which are the cornerstone of both phases. These teacher education academies will: (1) understand the content of classroom effectiveness research; (2) engage in collaborative inquiry; (3) identify the present and future staffing criteria and staff development priorities of the cooperating school districts; (4) analyze classroom instruction; and (5) apply instructional research to classroom instructional problems. This paper briefly describes the effective instruction framework adapted for this project, selection of the three study sites (in Utah, Nevada, and California), collaborative interactive research and development process of adult learning, design of Phase 1, and projections for Phase 2. (CJB)