This paper reviews methods for conducting and reporting teacher research. Through three cases, the paper explores common and diverse methods employed in classroom inquiry. The paper recounts the history of teacher research and discusses common methodological characteristics as well as context-specific features of teacher research. The first case traces a solitary teacher researcher's search for methods that were appropriate and responsive to his classroom questions. The second case explores the evolution of methods across two longitudinal studies by a collaborative action research team of classroom teachers and a university professor. The final case describes the development and refinement of inquiry methods employed by teacher researchers in the School Research Consortium, a teacher-research community at the University of Georgia site of the National Reading Research Center. The paper concludes that although teacher researchers draw from and adapt methods from other educational research paradigms, teacher research is its own genre with a unique purpose and function: to reflect and act on educational problems, interests, and issues that affect teachers and students. Contains 121 references and 2 tables of data. (Author/RS)