This paper presents case studies of two elementary preservice teachers involved in action research. Both were participating in public school field experiences. They were given literature on action research in order to better understand the process, then they determined their areas of research interest. One student studied his interaction with male and female students in the classroom. The other examined how academic ability and seating location, as well as student gender, influenced her questioning of students and teacher-student interactions in general. To identify benefits of and obstacles to student teacher action research, both students answered questions about their experiences researching their own teaching. Both considered the word "research" frightening and had a hard time finding someone willing to complete the observations of their work. They both felt it was difficult deciding upon a problem to study. The biggest obstacle they faced was that teachers in the schools had limited, if any, knowledge of action research. Benefits included the opportunity to refine their observational and evaluative skills. Both respondents believed that preservice teachers already participate in action research, though informally. They felt that action research should be implemented, at least on a small scale, in teacher education programs. (SM)