This article explores the potential of Olympiad tasks as a tool for developing research competencies in future physics teachers. Contemporary educational standards emphasize not only deep subject knowledge but also the ability to foster students’ research, critical, and creative thinking skills. Nevertheless, an analysis of teacher education programs shows that Olympiad tasks receive insufficient attention, which restricts opportunities for effective training. To address this gap, a survey was conducted among students, undergraduates, doctoral candidates, and practicing physics teachers. The findings reveal a generally low level of knowledge and skills related to solving Olympiad problems. Based on these results, the study proposes practical recommendations for integrating Olympiad tasks into the educational process. These include developing methodological approaches for their application, conducting experimental testing, and preparing guidelines for teachers. Such integration can enhance the quality of teacher training and contribute to the formation of essential research competencies.