As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5010 Methods of Educational Research course, (b) a required learning assessment required during student teaching, or (c) a newly-designed project. The course is, also, taken by elementary and secondary teachers who are, already, licensed to teach. The action research projects, from spring semester 2016 (part 1), are presented. This Action Research Project includes: (1) Differentiating Learning Styles in the Physical Education Classroom (Sean Boyle); (2) Direct Instruction Versus Inquiry-based Learning: Impact on Knowledge and Understanding in High School Science Students (Jonathan Eaves); (3) The Effect of Supplemental, Explicit Phoneme Awareness Instruction on the Reading Achievement of Kindergarten Emerging Readers and Nonreaders (Sara Lynch); (4) A Study of the Number of Sports and Hours Spent Participating on the Physical Fitness of an Athlete (Craig Ryan); (5) Teachers' Perspectives on the High School Dropout Problem and What Role They Can Play to Help Prevent It from Happening (Jessica Sage); and (6) An Ex-Post Facto Study of English Language Learners' Academic Success Based on Participation in Inclusion or Exclusion Classroom Models (Aubrey Shields). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 17, Fall 2010," see ED518907. Abstract modified to meet ERIC guidelines.]