It can reasonably be argued that the primary role of elementary teachers is to prepare their students to be literate adults, and thus many are literacy specialists. Often these teachers lack confidence in science and avoid it because it is not their specialty. Most elementary teachers have never conducted a scientific inquiry, yet they are being asked to teach science as inquiry. Though an action research project is not the same as a scientific inquiry, it can still provide an experience similar to scientific inquiry for teachers. Therefore, an appropriate strategy for fulfilling both a need to engage in inquiry and a need for professional development in science teaching would be to prepare teachers to use action or teacher research in their teaching practice. This paper describes the action research projects completed as part of a Masters in Teaching two-year program. The projects focus on investigating a specific teaching strategy or approach. (Contains 31 references.) (Author/MVL)