This article reports on findings from a qualitative study in the English Language Intensive Courses for Overseas Students (ELICOS) context which explored teachers' experiences and their managers' perceptions of teacher participation in the Cambridge Assessment English/English Australia Action Research in ELICOS program. Despite previously reported benefits for teachers' professional development as a result of action research participation, the study found that some current tensions may be limiting the potential and sustainability of the English Australia Action Research program for the development of teachers, ELICOS centres and the sector as a whole. This article explores four key tensions and offers some possible ways in which the tensions can be addressed within ELICOS centres and more broadly. These tensions and directions are also likely to be relevant to other ELT contexts in which teachers are conducting action research.