Two groups of preservice graduate students conducted action research projects in collaboration with a faculty member at two different minority middle schools in New York. In a qualitative approach, one research team explored an effective after school program for achieving, but at risk students. The other sought to understand perspectives on the implementation progress of a state-initiated action plan to improve the climate and the test scores of a school in trouble. While the action plan study raised more critical issues, both projects taught preservice students research skills and helped them to understand social, cultural, and political issues in schools that will be valuable in their own teaching lives.