This article reports on both writers' experiences as participants in a collaborative action research project in Hong Kong. The article draws a distinction between teachers as research consumers and teachers as research producers. The authors suggest that active teacher agency in research is a positive element in the professional development of English teachers. Teachers primarily become research producers through involvement in some form of action research project. Although action research is increasingly recognized as a teacher competency in Hong Kong, it is nevertheless difficult for teachers to initiate and conduct when research is not seen as a core professional activity by their school with subsequent limited support. The authors view collaboration with professional researchers as a positive way for teachers to be apprenticed into the research process. The article ends by suggesting possible strategies that would support and encourage teachers to undertake research. (Contains 1 footnote.)