The theory's not being connected strong enough with practice in teacher education makes searching for alternative policies which can remove this deficiency in teacher education essential. Research-Based Teacher Education Policy (R-BTEP) is among the alternative education policies which are able to solve this problem. The aim of this study is to explore the perceptions of teachers on R-BTEP including the knowledge domains of clinical based approach as a teacher education policy. Qualitative research techniques were used in the study designed using phenomenological pattern. The study was conducted with 14 teachers working at primary and secondary schools in the province of Gaziantep. Data of the study were collected using semi-structured interview technique. Data which were gathered from interviews were analyzed by using content analysis. It is concluded that the skills of structuring teaching settings are required to be gained based on the results which are gained by collecting and analyzing student data in teacher education once the results are evaluated broadly. It is suggested that the classes of research methods should be given more importance in teacher education and the cooperation between university and practice schools should be arranged in a more effective way in accordance with the results of the study.