This paper considers the value of the self-study perspective and discusses quality factors in self-study research by educators. The context of the paper is the experience of the Self Study of Teacher Education Practices (SSTEP) special interest group. Reasons for increasing interest in self-study among teachers and teacher educators include its significant impact on practice as other teachers become interested, its recognition of a range of perspectives and values, and its potential as a source of new knowledge. Quality in self study seems to be linked to a willingness to make aspects of the study problematic and an openness to a changed perspective. Also important in effective self-study is collaboration with others and outcomes that promote dialogue. Finally, the personal development of the individual is an important outcome of self study as beliefs and then practices actively change. With quality self-study research, this methodology will be increasingly accepted as a valid form of research. (Contains five references.) (ND)