This literature review article delves into the teaching and learning process of social work research. Includes articles from WoS and Scopus magazines in the period 2015-2019. The methodology used is of a mixed type; on the one hand, a characterization of the scientific production is developed by means of descriptive statisticians and, on the other, a categorical analysis of the configurative aspects of the reported study objects is made. The findings on the characterization of scientific production report that: i) there is a concentration of production in the United States and Europe; ii) a balance is recognized in the methodology used, Production is slightly inclined towards the use of quantitative methodology; and iii) most of the studies reviewed consider students as population/research subjects. In turn, the findings around the typologies of study objects report that the selected articles focus their interest on three interdependent dimensions: i) the acquisition and retention of research knowledge; ii) the disposition towards learning as the student's attitudinal framework and, iii) training for research and teaching that deepens the capacities installed in the teaching teams and the need to strengthen the teaching process-research learning. In the acquisition of knowledge the pedagogical link is crucial because it models investigative behaviors and configures emotional support. In the disposition for learning, affective obstacles are observed rather than cognitive obstacles, which can represent a "bottleneck" in the learning process because of the symbolic barriers that arise in front of the investigative process. In research and teaching training, teachers/researchers recognize the primary role of mentoring from their own experiences. From the above, it is possible to affirm the existence of three fundamental issues to improve the teaching and learning of social work research: firstly, the pedagogical link established as the fundamental scaffolding of knowledge acquisition and retention where learning research from a researcher is crucial in order to take advantage of their real experiences and practices, favouring in the student the recognition of conceptualizations that, otherwise, would only be at declarative or cognitive level; secondly, the attitudinal dimension of the Social Work student as an inherent mediator of the willingness to learn research, where it is important to address the insecurities present in students through the search for new teaching methods and didactics focused on linking research to more specific topics, of the student's daily life or field of significant experiences; and thirdly, the teacher/researcher training and the consolidation of the theory-methodology-practice triad to sustain and give robustness to research in social work. In sum, the literature review shows that there are several initiatives interested in discussing and investigating the weight of research in the training of social workers and how better results can be achieved.