In this paper, action research is examined as a quintessential example of the relocation of the study of teaching from laboratory to classroom. Selected problematics in its practice, including the aims of inquiry, the nature of collaboration, and the anticipated audience for its outcomes are defined as inevitable challenges to be confronted. Arguments are raised to suggest the need for dynamic reconfiguration of these challenges within a situated model of the classroom context. In this way, the existence of constraints on what can occur in classrooms is acknowledged, yet possibilities for how action research might be realized are illuminated. It is pointed out that the juxtaposition of both supports and constraints in the classroom context presupposes a potential for active construction of theory/practice relationships. The paper focuses on an assorted set of investigations conducted by non-expert preservice teachers enrolled in an innovative teacher education program. A selected set of dimensions for distinguishing among alternative approaches to the nature and conduct of action research is suggested. A sample (16) of the 102 action research projects were reviewed to show the range of topical areas pursued, and to raise questions about findings and recommendations generated by the students. (JD)