The usage of scholarly journal articles in the academe is now gaining attention to cope with the ever dynamic and evolving teaching and learning processes. This paper explored how the teacher education faculty and students utilized scholarly journal articles in the teaching and learning of professional education courses. The study also determined the challenges in using these primary sources and documented ways of overcoming them. Using a narrative inquiry, a focus group discussion with six teacher education faculty and face-to-face interviews with six students was conducted in the College of Education of a state university in Northern Mindanao. Data gathered were analyzed through thematic narrative analysis. Emerging themes revealed that scholarly journal articles was utilized by exposing learners to varied writings, enriching course content and learning, exposing them to process learning, preparing learners for classroom engagement, guiding learners to produce outputs, and allowing learners to acquire updates. The inquiry reported challenges in terms of the capability of the learners, interest and perception of learners, and the journal itself and its contents. Documented ways of overcoming these challenges include time management, frequency of use, selection criteria, and checking the author's background.

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