School people are accustomed to researchers soliciting their participation in studies; and they feel, with some justification, that these studies end up rewarding the researchers and not the subjects. We tackled this problem by designing a study where each teacher was the researcher and the object of study was her own teaching. This approach gave all parties, teachers, researchers, and administrators, what they wanted. Over the past two years, thirty teachers in kindergarten through eighth grade, in Lexington and Concord, Massachusetts, have been through the process. Both school districts have now invested small sums to support the work and teacher commitment continues to be most encouraging. (Author)