This article highlights the work of Ontario teachers who use research and inquiry in the classrooms as part of self-directed professional learning. It positions action research within the work of the Professional Affairs Department at the Ontario College of Teachers. It begins with a narrative account of the researcher's work as a program officer at the Ontario College of Teachers, then goes on to describe findings from research on action research and standards of practice. The paper discusses the development of standards of practice for the teaching profession. It includes an example of the Standard for Ongoing Professional Learning to demonstrate the descriptive nature of the standards. Data from focus groups with teachers involved in action research and from writing teams of teachers highlighted how action research supported specific aspects of teacher development. Respondents perceived action research as a powerful tool for working with specific themes in their practice and for personalizing standards of practice for the profession. The paper concludes by discussing the importance of recognizing action research as professional learning. (Contains 17 references.) (SM)