Pedagogic research may be called insider action research that has several objectives. The research conducted by teachers in educational settings may result in furthering the already existing knowledge on a particular pedagogic approach, increasing the efficiency of learning, or contributing to the development of policy and practice within the related contexts. A question whether teachers should engage in research hereof appears. In order to probe the issue, the current phenomenologic study utilized a scale (N= 118) and a semi-structured interview (N= 20) directed to EFL teachers working at state schools in the disadvantaged areas in Turkey. The findings suggested that having no available time, resources, and institutional support, but having high level of stress or related psychological barriers as a result of working at disadvantaged areas, teachers lacked both psychological and physical accessibility to research. Further, the study put forward precious advice to authorities in promoting ways to develop the conditions of EFL teachers working in disadvantaged areas.