This paper reflects on the tensions and possibilities offered by a newly developed Action Research (AR) module in a Higher Education (HE) institution. The module, that has now run its first presentation, was offered to final year, undergraduate Early Childhood Education and Care (ECEC) students who are already working in the early years sector. Its aims were two-fold: first, to support students in developing the research and academic skills needed to obtain degree results; second, to become an emancipatory and political tool that can help practitioners critically examine the conditions that shape their practice. Drawing on the principles of critical, collaborative AR, students were supported in developing Communities of Practice (CoP) and in gradually moving from peripheral participation to assuming more central, expert positions. AR was also used by the tutor in order to evaluate the effectiveness of the module. Results from the latter suggest that the first, academic aims were met successfully. However, the second, emancipatory agenda faced challenges as the students seemed to assume a different, learners' agenda. This paper makes topical the apparent tensions between the roles of practitioner, student and researcher and considers whether a reconciliation between the three is possible.