This paper describes a collaborative action research project conducted by a university researcher and a group of elementary school teachers. It examines the role the researcher plays when educational change is initiated by practitioners and the nature of the relationship that develops between researcher and practitioners throughout the change process. The document focuses on the researcher as a reflective coach, on themes emerging from and inherent to university/school relationships, and on the process of challenging traditional myths (beliefs) and metaphors associated with educational research and educational researchers. The discussion centers on the myth of the researcher as expert and the ivory tower metaphor. Results suggest that reform and change may begin when university researchers, principals, and teachers form relationships that transcend traditional myths and metaphors of educational research. Such relationships are empowering and enable all members of a collaborative group to reflect critically on practices as teacher educator, principal, or teacher. Critical reflection may lead to change beginning with self-reflection, constructs of reality, and practices as educators. (Contains 20 references.) (LL)