Educational action research, a participatory research method, has garnered widespread attention in scholarship. Previous studies of the intentions and experiences of action researchers have indicated a need for a deeper understanding of within-school action research programs. However, conversations about the utility of educational research have been cyclical. The purpose of this study was to provide an in-depth description and analysis of the implementation of an action research program as a professional learning opportunity at one international school in Brazil. This study employed a qualitative collective case study design to understand teacher perceptions of action research to identify its placement in K-12 professional learning conversations. The case explored was an action research professional learning program. The use of a collective case study allowed for a detailed within-case understanding of varied teacher perceptions of the program. This case study was unique because it studied teacher perceptions in a school with an established action research program. The researcher considered teacher perception of the value of action research, how perceptions changed, how perceptions reflect the value of support, and how teacher context influenced their perception of action research as a professional learning opportunity. The findings of this study provide insight into considerations that schools can take to support action research as a valuable professional learning opportunity. I contend that schools must intentionally align action research with school priorities, plan for necessary pragmatic elements to institutionalize the practice, model and support collective commitment to transform practice, and recognize the impact and outcomes of action research within and outside the school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]