Research-based learning is a concept of higher education pedagogy, for which high expectations are set with regard to the professionalisation of prospective teachers. Empirically, little is known about the conditions under which research-based learning embedded in a long-term internship is successful. On the basis of a survey with N = 252 students, the relationship between theoretically relevant variables (support in the research process, transparent objectives, connection to the school) and objectives of research-based learning (reflective competence, research competence, scientific interest) is examined. Path analyses show that all three conditions are relevant for successful research-based learning. Therefore, these conditions should be considered in the development of learning opportunities for research-based learning.