This study explored the development of action research among 250 Korean elementary school teachers. Surveys examined their perceptions of the extent to which they conducted action research, problems encountered, benefits obtained, utilization of results, conditions required to conduct action research, ideal uses of action research results, and perceptions of traditional and new approaches to action research encouraged by Korea's Department of Education. Results indicated that 77.3 percent of teachers had no experience with action research. Teachers with research experience had over 5 years of teaching experience. Many teachers did research to get pay raises or promotions, but many others did so for intrinsic reasons. Most researchers conducted individual research. Problems encountered included lack of research ability, lack of related materials, and lack of time. Benefits included attainment of self-confidence, development of new theories, and professional development. About half of the teachers implemented research results, and about half shared results with colleagues. More than half intended to do action research again. Most teachers believed that collaborative research was the ideal, though there was a wide gap between the actual and the ideal. Teachers perceived improvement of professional ability, spare time to do research, and school climate favoring research as conditions needed for action research. They believed that action research should be used to improve school practice. Teachers favored the Department of Education's new approach to action research. (Contains 34 references.) (SM)