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This paper sought to discuss the activities facilitating the development of research culture. A narrative inquiry was done with fourteen key informants from seven reputable teacher education institutions in Region VII. Interview transcripts were coded with the aid NVIVO 11.3.2. It is found that research culture, being a process, is dynamic (systemic and developmental in nature) as manifested in its internal and external activities. Within the institution, internal dynamics begin in the acknowledgment of the need to do research as the individual goes to fulfill a duty while the institution establishes systems to support such function. It expands when it is given emphasis and the researcher experiences a paradigm shift and research permeates all the other functions in the institution. Maturation is reached in the prioritization of research where the environment is acclimatized and the role of the faculty as a researcher is internalized. The external dynamics move from benchmarking, simply identifying standards and meeting the fundamentals of research as required, to being able to build partnerships. Fostering affiliations go together with the institution’s ability to determine its niche in the knowledge economy leading to leadership where it is able to demonstrate expertise and pioneer development.