Research-Based Learning (RBL) is a concept of integrating research results and activities into learning strategy and it has been used to develop students’ skills in research. The authors used literature review to explore theoretical framework, advantages and disadvantages of RBL. Results show that there are three stages of RBL: exposure stage, experience stage and capstone stage. Authors identified 4 implementation approaches of RBL - research-oriented (RO), research-based (RB), research-tutored (RT), research-led (RL) – and each one of them has slightly different student involvement. RBL facilitates the development of students' cognitive activities by stimulating creativity, critical analysis, logic, flexibility, risk management, research skills, problem solving, initiative, mental conflict, resolution, summation and conclusion development skills. The main disadvantage could be represented by an incorrect guide of the student in RBL. Therefore, applying RBL as a learning strategy requires professional teacher who guides students` activities. Finally, it may be concluded that RBL defines an approach in which teachers encourage students to be researchers, discoverers and creators of their own and others learning, within a lesson or series of lessons, which includes a learning aim or objective.