This paper reports on the experiences and findings of five New York City public school teachers who, in the course of research for their master's degrees in Teaching English as a Second Language (TESOL) designed and implemented individual action research projects investigating issues and concerns emanating from their classroom experiences. It is hoped that new insights into language teachers knowledge, beliefs, and attitudes will be uncovered that can be used to design more effective, useful, and holistic graduate TESOL education. The principal research question is: What was the nature of the experiences of bilingual teachers performing action research for the first time in a graduate TESOL program? This question was then divided into three sub-questions: (a) What topics did the teachers choose, what were their motivations for choosing them, and what findings did they produce? (b) What courses of action did they propose for working with English language learners upon completion of research? (c) What problems and successes did they encounter? There are three general recommendations and findings: (1) Identify and explore affective factors such as empathy in TESOL teachers' experiences that link research to practice. (2) Advocate for greater inclusion of teachers' voiced in educational research. (3) Raise awareness of action research among TESOL teachers. Data-rich tables and an appendix are included. 35 references. (KFT)