This paper reviews recent collaborative action research studies by experienced teachers who have assumed complex new roles. Collaborative action research, under certain conditions, can become an effective way to promote the good and the moral through the personal and professional (cognitive-structural) growth of teachers. In learning organizations, workers at all levels bring their skills and individual expertise to meetings and work together on problems. Effectiveness is based on the connections between people and they way they mutually identify and solve problems. To bring new understandings into a learning organization requires transformative change. An organization involved in transformative change has characteristics like mutual learning, mutual growth, empowering others, and empowering teams within the organization. Administrative support and participation is crucial, as is the colleague involvement of other teachers. Collaborative action research teams can become temporary systems in the more permanent organization, but if the temporary system of the team cannot find ways to interface, connect, cooperate, and collaborative, then the products of the action research may not endure. (Contains 55 references.) (SLD)