The authors report findings from a study examining teachers' experiences conducting research in their classrooms and their perceptions of teacher research as a tool for professional learning and development. Data from open-ended surveys (n = 38) and group interviews (n = 18) suggest that: (a) teachers value self-direction and choice in professional learning integral to teacher research; and (b) teacher research changes how educators think about professional development and teaching. The authors conclude that teacher research should be utilized as a professional development experience for educators and that teachers should be provided choice in their professional learning.