Evidence based practice and practice based evidence are best combined in professional learning communities (DuFour 2004, Wood 2007). However, the voices of student teachers are usually not very important in these communities. The aim of our research is to understand better student teachers´ needs in accordance their professional growth but also to understand how other professionals can benefit from involving student teachers in the professional learning communities. Theoretical framework was provided by concept of learning organization (Senge 1990, Galluci 2007). This paper  first describes a democratic participatory process used by Charles University  which student teachers participate in  professional learning communities, along with advising educators  and mentor teachers, to improve  individual competences of all members of professional learning communities. Secondly, the paper refers about the findings of our research that was focused on benefits of the process of inclusion student teachers in the professional learning community. The main research question we look at is:

What new knowledge and skills are gained by the participation of all involved members in the learning communities?

The main research question was divided into the set of questions suitable for participating observations, interviews and document analysis.

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