This study investigates teachers' conceptions of engagement with, and in, teacher research (TR) in the Sultanate of Oman. The data collected through interviews and questionnaires reveals that TR is not yet common practice in Omani schools. To make TR a sustainable mainstream activity within school environments should entail improving teachers' concepts, attitudes, and understandings of the role of TR in the development of educational system and for their own professional development. Teachers should also be provided with logistical requirements and practical conditions that help them become active and competent practitioner researchers.