This article outlines how a group of primary school teachers from a cluster of nine schools in a networked learning community enquired into their classroom teaching. The teachers each identified an area of practice that they were developing in their classroom and wanted to evaluate, such as the benefits of pupils working in teams, or the creation of role-play areas. They decided what evidence they needed to collect and how to collect it. They met as a group and also individually with a mentor several times to share experiences and to discuss progress. At the end of their projects they presented findings and their analysis to each other. Their evidence and conclusions were also presented to other teachers at their school and sometimes at other schools within the cluster. The article considers whether, in the light of critiques of other similar teacher researcher projects, these data gathering and analytical activities may be legitimately described as research. The authors conclude by suggesting that the investigative processes carried out by these teachers constitute an effective form of professional learning. The authors contend that it is the systematic collection of evidence and the critical examination of the teachers' own practice that characterise such enquiry as research notwithstanding the emergent, rather than well-developed, use of traditional research conventions.