Action research in schools implies that the researchers and the teachers should collaborate on solving problems and improving practice. One underlying premise when choosing, such an approach, is that the participants are interested in, and willing to participate in such a process. In this article, the authors explore how words and utterances mediate participants' interest, positive attitudes and resistance. To illustrate this, a conversation among members in an action research team is presented and analyzed within the framework of socio-cultural theory. Possible implications for action research are discussed, and the authors suggest that a text like this may serve as a thinking tool for researchers, teachers and others concerned with development and learning in schools. (Contains 3 footnotes.)