This inquiry investigates action research as a tool to facilitate reflective practice in undergraduate preservice teachers. Typically utilized in graduate programs, action research is a viable tool for increasing preservice teachers' systematic classroom-based inquiry. This process is examined through a theoretical framework of narrative inquiry, and it utilizes a participatory design as the basis of inquiry. In this design, instructor and student are inquirers empowered to share their interpretations of the process of action research. The findings stem from a merging of the experiences of instructor and student and include recommendations for using action research with undergraduate preservice teachers, as well as suggestions for further consideration of the process.