This article presents findings from a four-year collaboration focused on building the research capacity of educators at a university laboratory school. The Comprehensive Educator Research Program (CERP) intentionally builds the research capacity of educators, leadership, and counselors throughout the school using action research within their own practice. The foundational principles of the program are reviewed, as well as the roles and responsibilities of the partners involved. Data sources included a survey of the educators involved in the program, reflections from program facilitators, and an analysis of the action research projects and dissemination outcomes from educators across the program. Findings highlight the importance of self-selection of research topics, evolving opportunities for involvement in the research process and layered support structures within and outside the laboratory school. This project has shown that teachers can produce a rigorous amount of classroom and school-based research that includes data that has historically been left out of many data-informed decisions made in educational research.