Historically, "teacher action research" and "teacher research" have been terms mostly used at the PK-12 level. Yet, embracing it fully and visibly in the teacher education realm is important because it raises awareness of the critical and transformative aspects of teaching and learning. It allows teacher research to be made visible and validated beyond the PK-12 realm. Thus, by engaging in teacher education research, and by researching their own practices, teacher educators can become advocates for teacher research as a valid and viable line of research. Teacher action research involves a systematic and sustained study of some aspect of teaching and learning. As such, it easily applies to teacher education classrooms. In this article, the author proposes that teacher educators need to engage in action research that seeks to actively transform the self, curriculum, and teaching--and, ultimately, society. In doing so, teacher educators can focus on pedagogy and seek to enhance their students' learning.