Action research is particularly suited to a Montessori classroom as it is a way to systematically and scientifically approach classroom concerns to solve problems and bring about positive change. Action research requires skill in observation, as the teacher-researcher identifies and documents changes that he or she would like to see in the classroom and then creates an implementation plan to support those changes. Action research thus builds on one of the primary tasks of a Montessori teacher: to observe and then use what is learned from observation to guide children, while also making constant environmental adjustments to meet each child's unique characteristics, sensitivities, and states of development. As teacher-researchers continue to reflect, revise, and assess, practices evolve and new plans emerge. Teachers, as reflective practitioners, are also enlightened and become motivated to continue the spiral of research and, therefore, personal transformation. Because of common foundations of Montessori pedagogy and philosophy, Montessori action research studies can be helpful to a large number of Montessori teachers. For this reason, venues to share and disseminate this body of research are critical. Action research can be a transformative tool for the environment and the curriculum, as well as for the child, the teacher, and the community.