The objective of our study was to examine the understandings of elementary school teachers who implemented classroom action research (CAR) in their professional life. A phenomenological study approach was employed in this research to explore the elementary school teachers' understanding of their CAR views and to uncover the difficulties they experienced when implementing it. We collected the research data from interviews with 12 public elementary school teachers. The results of our study show that elementary school teachers comprehend the benefits of CAR, namely enhancing the quality of learning and developing their professional careers. However, they still experience difficulties in implementing CAR. Inadequate acquisition of knowledge about the substantial components of CAR, weak teacher self-management and insufficient school resources are hindering factors preventing teachers from implementing CAR in their professional life.