This study introduced action research to a group of 25 teachers in a K-12 school in Pakistan. The objective was to understand how teachers viewed their identity as teachers and how they perceived action research as a possible professional development tool. Data were obtained through three focused group interviews with 12 volunteers from the initial group which was later analyzed through discourse analysis. Findings from data are shared about action research as a viable tool in effective learning and instruction. The teachers shared their apprehensions about action research. Implications for equitable education and research in international contexts have been discussed.