This paper presents a method for increasing the pool of potential African-American educational researchers. The approach, called Researching Teachers in Residence (RTR), provides opportunities for inservice and preservice teachers to engage in collaborative research with university-based staff and faculty. RTR was started at Grambling (Louisiana) State University in 1988 and involves: (1) allowing inservice teachers access to the research skills of university personnel in order to investigate problems observed in the classroom; and (2) exposing preservice teachers to the formal inquiry method by having them formulate research questions, analyze the literature, conduct research and data analyses, and interpret the results. Research questions can be generated by students, inservice teachers, or faculty. RTR is characterized as a socially based research group, and its advisors concentrate upon turning the questions as posed into viable studies without losing the focus of the original question. Results of the RTR model provide evidence that inservice teachers and undergraduate preservice teachers can engage in research that increases the knowledge base, and that changes have taken place in attitudes toward research and knowledge of the research process. Future directions are explored. (Contains 11 references.) (JDD)