Within the major university for teacher education in Mongolia, Mongolian National University of Education, teacher development is designed to support the government-mandated higher education reform movement as this relatively young independent nation navigates from a position of dependency on foreign experts to one of greater independence and professional autonomy. This article discusses action research processes that support a sustainable, democratic model at MNUE, focusing on an ongoing participatory study using the perspectives of: (1) a visiting scholar, who for 10 years has investigated reform efforts involving use of action research methodology at MNUE; (2) conclusions of an administrative university leader, who closely studies strategic planning and implementation of reform based on governmental and credential standards and supports development of a university action research voice; and (3) reflections of a faculty member, who documents university reform efforts in her work with colleagues and students. Results of a constant comparative analysis of these perspectives are presented with recommendations for sustaining the process, including how to: (1) support reform efforts through continuing action research reflecting a democratic process and commitment to social justice; and (2) continue reconceptualizing knowledge and expertise as the role of democratic partnerships evolves from external intervention to national leadership.