This study investigates the perceptions, challenges, and benefits of academic research writing among preservice teachers in the Bachelor of Elementary Education program. Using a qualitative phenomenographic approach, data were collected through semi-structured interviews with nine female third-year student leaders. The results indicate two perspectives from the participants: a curricular requirement and means of knowledge construction. Time constraints, resource limitations, and professional development are some of the challenges that preservice teachers encountered. On the other hand, their perceived benefits include enhanced information literacy, self-confidence, improved academic writing, and professional development. These findings suggest that teacher education programs should strategically reframe research writing as both academic and professional development opportunity, implement holistic support systems addressing technical and collaborative skills, and emphasize the broader personal and professional benefits of extending preparation for evidence-informed classroom practice.