This paper examines the ways in which action research projects can be used to socialize teachers to the teaching of English language learners (ELLs) as well as help these teachers develop reflective practice. Drawing on surveys, action research projects conduced with ELLs and reflection papers as data, the study explored the teachers' statements about the impact of the course work and the projects on their teaching and their beliefs about teaching ELLs. Students stated that they felt they had grown as teachers, were more reflective, and more confident about teaching in general, and teaching ELLs in particular.