This paper describes the process and results of teacher-research conducted at Parkside Middle School, a Professional Development School in an Appalachian state. Working together as a team, teachers and a university faculty liaison examined students' perceptions regarding academic and social climate issues. A questionnaire containing Likert-type and open-ended items was designed and administered annually to all 6th, 7th, and 8th grade students (n = 360) for 3 years. Quantitative and qualitative data were analyzed by the team and served as a source of evidence to evaluate the effectiveness of the school's reform efforts and initiatives. Teacher involvement in all aspects of conducting longitudinal research, from designing questionnaires to determining the meaning of results, enabled them to take ownership of the data, stimulated productive and professional dialogue among faculty, and strengthened the collaborative partnership between the school and university. (Contains 4 notes, 5 tables, and 4 figures.)