The aim of the Teacher Training Resource Bank is to enable initial teacher education in England to harness evidence to enhance practice. This paper considers national data on site usage with the Annual Survey of Newly Qualified teachers and case studies in order to examine what use is made of research by novice teachers and their teacher educators and what utility was reported from this use. The results are discussed in relation to enhanced model of knowledge management which has implications for the enhancement of teacher education. The annual Newly Qualified Teacher survey is taken every year by the Teacher Development Agency for Schools with a sample representing all pathways into teaching and focuses on areas of perceived confidence. Previously, areas dealing with Behaviour, Diversity and Citizenship have been identified as concerns, but to what extent are these ‘Catch 22’ elements and to what extent should they determine the preparation of novice teachers?