This case study highlighted, in a township, mathematical teachers and school administrators narratives on different occasions when they had access to mathematics didactic research. The teachers reported various individual events that influenced them in their teaching and described how mathematical didactic research contributed to their skills development and development of their practical teaching. School administrators in the same township and two university educators of teachers form an outside university communicated about their experiences and perspectives on the access and application of mathematics didactic research in teachers´ practice. The aim of the study was to gain immersed knowledge and increased understanding of how mathematical didactic research was accessed to working math teachers. The study was a case study and applied a qualitative approach involving data collection consisting of unstructured observations, with semi-structured interviews individually with school administrators and university educators of teachers and in focused groups with a supplementary questionnaire for the teachers. Data collection based on a qualitative approach also took the form of collecting written critical incidents from the mathematics teachers participating in the study. The result revealed different examples, based on different professional perspectives, how didactic research was available to mathematics teachers. The study also highlighted the participants' descriptions of the connection between didactic research and the use of the same in professional development and the development of teaching.