This study presents the results of a teacher research project. The analysis aimed to explore both the four teacher researchers' interpretations of conducting research in English language teaching and the nature of their collaboration with their supervisor in the procedure. The results showed that qualitative data analysis and interpreting the findings were the most troublesome stages for the participants so they needed more support. Also, in terms of their collaboration with their supervisor, a power imbalance was observable. Some statements of the teacher researchers signalled a sublimation of their supervisor as the holder of knowledge, therefore of power.