This paper describes a self-study by doctoral students serving as university mentors, supervisors, and researchers in a preservice teacher education program; and presents a second-order action analysis of this first-order action research. The action research reported focused on the teaching of action research, teacher education practices, and a study of the role of action research in teacher education. The theoretical perspectives shaping the study included philosophies of teacher education; individual first-order action research studies; and the authors' views of action research as a self-reflexive systematic process. Data were collected using preservice teachers' journals, lesson plans, surveys, interviews, research notebooks, and field observation notes; these data were analyzed through memos, reflective journals, weekly conversations with response groups, starting point speeches, and data workshops. Additional feedback was derived from other members of the class. Themes emerging from the research included issues of power and voice, awareness of professional growth, and reflective practice. Six tables and an explanation of acronyms and coding used are appended. (Contains 38 references.) (CK)