This paper makes a case that when teachers and school leaders (administrators) engage in site-based action research they become more efficacious leaders. This paper reviews eight years of research work of site-based research projects completed by school-based personnel as well as the experiences of teachers and school administrators who have completed a research-based Masters of Education program from the University of Alberta. The paper uses the theoretical work of Walker Percy to explore the ideas of engaged experience (in this case site-based action research) vs. "packaged" experiences (the study of other's research and the attempt to apply the findings of this research to one's own site). The authors make a case that working to solve personal and real on-site problems using action research has (and can) create powerful leadership opportunities that edify (build) the entire community. Experience working with teachers and school administrators at the grass roots as they research to solve their own site-based issues has led the authors to theorize that such research motivates teacher leadership through three pillars: the building of community, agency, and service.