This article explores the role of teacher research as part of a robust program of professional development. Teacher research offers teachers at every stage of development a recursive and reflective means of bridging the gap between current practice and potential professional growth. The purpose of this dual level inquiry was to probe the concept of teacher research as a path to professional development through examination of a 3-year professional development initiative known as the Master Teacher Program (MTP). This study provides a rationale and context for utilizing teacher research as a form of professional development, an analysis of teacher research projects in each of two cohorts involved in the MTP initiative, and discussion of outcomes and themes, such as increased confidence and professionalism, that emerged from this research.