This preliminary study investigated the perceptions of the research process of teachers who had newly become researchers and, in particular, it sought to explore the relationship between teacher-conducted research and professional growth. Six experienced English as a Second Language (ESL) and English as a Foreign Language (EFL) teachers were interviewed. It found that all of the teachers were investigating research questions that were generated by their own classroom experience, either as a response to specific incidents or issues, or as a way to validate experiential knowledge or beliefs. Three of the respondents felt that the most difficult problem they faced in doing research was the need to narrowly and precisely focus their topics, while four mentioned the difficulties they had in interpreting their findings. All the respondents mentioned time constraints as a factor which significantly affected their ability to carry out their research plans. Difficulties with quantitative techniques, academic writing styles, and planning were also mentioned. (MDM)