Although the value of teacher research to both the teachers and to the education community has been extensively reported in recent literature, it is only practiced by small pockets of teachers across the country. Viewing the problem through a social organizational lens suggests that the lack of widespread involvement in teacher research may be due in part to the social interactions and organizational structures in place in schools. An online survey was used to collect data from 84 preK-12 educators who had conducted teacher research and 15 who had not regarding a range of social organizational factors in their schools, including school culture and the time and materials available for research activities. Responses indicate that significant changes in administrative leadership and formal as well as informal support systems must be in place to support the practice of teacher research. A positive school culture alone is not enough impetus to engage in the classroom inquiry process; there must also be explicit support for the process voiced by instructional leaders. Information about the teacher research process and support for those who are interested in beginning and continuing this reflective practice must also be available. The challenge to school leaders is to embrace the concept of formalized reflective practice and embed the concept into the current professional development models in their schools; with these supports in place, teacher research may become a higher-profile method of reflective practice and school improvement. (Contains 3 tables.)