This paper describes an ongoing case study of how a group of teachers are becoming researchers and what this means for their classrooms and the professional development school where they work. A collaborative teacher development program was implemented in Dickinson Elementary School of Albuquerque (New Mexico) which serves a mobile and mixed ethnic community. In phase 1, a group of teachers in the school worked with graduate students enrolled in a university ethnography class to formulate research questions and to engage in ethnographic inquiry. In the second phase, a collaborative, onsite course was taught at the school that helped teachers use qualitative research methods in their classrooms. A year-round professional development school is now in place. Findings indicate that teachers learning to be researchers: learn to see research as praxis and develop their understandings of the world; learn the language of research and critical analysis; and develop true collaborative relationships. The next step is to understand how subordinate student groups are silenced in their schools. University professors in colleges of education must join with school teachers in rethinking and reforming the pedagogy in teacher education programs which has promoted an ideology of teachers as technocrats and public servants. They must begin to be seen as active, reflective scholars and empowered practitioners in their school. (Contains 13 references.) (LMI)