This paper considers some of the characteristics and dilemmas inherent to teacher and researcher partnerships in school based inquiry. National priorities within the English education system have identified the need to establish teaching as a more clearly defined research profession and this parallels intentions which have been articulated elsewhere within Europe. This session will be used to explore the developing views of a small group of teachers who have recently engaged with practitioner research for the first time. In addition to exploring their motivations for involvement in research, it provides insights into their views concerning the relevance of educational research, its importance to their own classroom practice and its perceived impact upon teaching and learning in schools.