What English educators call "praxis," the intersections between theory and practice, remains the most viable theory for literacy teachers at all levels, and Paulo Freire, the educator who explained "praxis" to them, remains their most important source of philosophical inspiration. Freire's definition of "praxis," that it requires action and reflection, serves for teachers as a method for making theories they hold work in collaboration with practices they employ. The gap between knowing and doing suggests that teachers need to investigate "praxis" more fully. How teacher educators, teachers in the high school, and teachers in training "act"; how they "reflect"; how they "change"--those are the sites for research that might help them build a bridge between what they believe and what they do, between their theory and their practice. What is needed is research that investigates that distance, the experiences that demonstrate it, and the reasons or beliefs that reinforce it.