<p>This article focuses on the evidence orientation of trainee teachers, which has received little attention in the discourse on evidence-oriented practice of (trainee) teachers so far. After engaging the concept of evidence-oriented (school) practice and the concept of evidence, the article examines what evidence trainee teachers use in their learning and teaching practice, in which situations they do so and what reasons are given for not using evidence. In contrast to previous studies, a&#xa0;qualitative approach was chosen in which evidence is not explicitly asked for, but is instead worked out from descriptions of learning and teaching practice. 23&#xa0;trainee teachers were interviewed using semi-structured interviews, and the data was analysed using structuring and summarising qualitative content analysis. The findings show that overall, little evidence is used, particularly evidence from previous university studies. While the situations primarily relate to teaching as the core business of (prospective) teachers, the reasons for non-use are mainly located in the university context. The findings provide an initial step towards resolving the blind spot of evidence orientation between university studies and profession and, with the inclusion of subsequent analyses, can contribute to a&#xa0;systematization of the use of sources by (prospective) teachers and provide insights into the integration of different bodies of knowledge in the sense of mindful integration.</p>