<p>The article focuses on the potential of biographical references for arrangements of research-based learning in teacher training. It is based on the assumption that research-based learning offers the opportunity to initiate a&#xa0;methodically guided examination of professional action requirements integrated into university knowledge and to promote the practice and habitualization of a&#xa0;critical-reflective attitude. Based on the premise that biographical research-based learning is a&#xa0;specific but previously neglected form of research-based learning, this article examines the extent to which such a&#xa0;biographical lineage can form an expanded potential for research-based learning in teacher training. To this end, biographical research-based learning is first placed within the discourse of research-based learning and an attempt is made to define it conceptually. The subsequent look at the empirical study situation illustrates the desideratum of biography-related student research settings. For the first time, therefore, three accompanying research projects from different university locations are presented below, in which students were interviewed using guidelines following different formats of biographical research-based learning. The data is questioned as to how students experience biographical research learning in the context of their own and/or others’ cases and which indications can be identified with regard to reflection processes. The results of the accompanying research projects are related to each other and demonstrate the potential of biographical, research-based learning in the context of professionalisation. For instance, they show how it can encourage students to develop a&#xa0;critical, reflective attitude. At the same time, challenges and limitations of the concept become apparent. In conclusion, this results in corresponding desiderata and further questions.</p>