Action research, one of the requirements in undergraduate program in education, is a systematic approach that enables teachers to solve problems they face in their classes on a daily basis. Participants in this study are students in their final semester of a three-year teacher preparation program and graduates in their first-year teaching. The study discusses mathematics and science preservice teachers and novice teachers' beliefs and thoughts about their benefits of action research as a means of professional growth and teaching skills. It reports feedback from the two groups about the impact of doing action research on: (a) their learning about action research, (b) their thinking and problem-solving skills, (c) their professional growth, (d) their self-efficacy, (e) their outcome efficacy, (f) their beliefs about whether or not action research is applicable to their future as teachers. Participants views are studied and compared by the mean of a questionnaire that measures the previously mentioned categories. Scores for the six categories were computed by using descriptive statistics for each one of them. [For the full proceedings, see ED652261.]