This description of a teaching self-study focuses on a graduate research course for classroom teachers in which two issues central to improving teaching practice were addressed. First, it details the process of examining course design and curriculum in search of the most effective strategies for training classroom teachers to do research. Second, it explores what can be learned about the teaching process by methodically examining student feedback, course outcomes, and instructor learning during three course iterations. The results of the study include a description of the teacher-as-researcher course design, a summary of student feedback and outcomes, and a report of instructor learning that grew out of engaging in the self-study process. (Contains 4 tables and 4 figures.)