This article describes a collaborative research study of university researchers and Grades one and two teachers from an Ontario, Canada French-language School Board. The School Board offered phonological awareness and reading-teaching training to grades one and two teachers with a long-term goal of improving the reading outcomes of the students in these classes. Researchers from University of Ottawa were asked to lead a collaborative research project on the impact of this training on the teacher's pedagogical approaches to teaching reading and ultimately the impact it had on their students. The objective of this article is to report the results of this collaborative research and more specifically to show the originality of SAS[superscript 2] (social analysis systems) methodological tools, which mobilized a collective analysis and interpretation of perceptions on the training's impact. We also discuss the difficulties of doing collaborative research in a school setting, where traditional research is better known and expected. (Contains 1 table, 3 figures, and 4 footnotes.)