The Teacher Professional Performance Evaluation, which has been carried out in Chile since 2003, measures the teaching competencies defined in the Framework for Good Teaching. Year after year, the lowest results are in the areas of reflection and research of their own practice, with only 33% reaching an expected category. The aim of this research is to analyze the investigative skills of Language and Communication teachers in primary education, and to know their perspective on educational research. A qualitative approach and an ethnomethodological design were used; semi-structured interviews were conducted with 19 Language and Communication teachers, from different educational institutions, who had between 2 and 34 years of experience. Through thematic analysis, the transcriptions were studied in search of initial codes to identify central themes. The results identified two main topics: the perception of research and the use of research in the classroom, from which three and four codes emerged, respectively; among the difficulties for not doing research are time, and the lack of knowledge of one's own research skills, which leads to a superficial study of one's own practice. Among the conclusions, the importance of knowing the reality of teachers is mentioned, focusing on the reasons for not doing research and on the difficulties that prevent them from combining the roles of teacher and researcher.