Teaching teams can hold the promise of being an ideal vehicle in which collaborative action research is conducted. This case documents the mixed results of a team leader's efforts to improve teaching and introduce inquiry-based professional development through action research in a community college. This case paints a realistic and multidimensional picture of the often frustration-fraught process of leading teacher collaboration. Touching on the issues of action research, team building, and team leadership, this case could be used in various levels of leadership and organizational development courses, particularly those aimed at training teacher leaders.