This article describes research with schoolteachers using participatory methods and reflective practice. These approaches have been used to enable teachers to establish their practice needs in relation to education for sustainability (EfS) and also maintain the integrity of their subject disciplines. The participatory methods are derived from various sources used in different contexts, but have the purpose of being empowering and democratic. The intention is to develop knowledge and action that is directly useful to the participating group through a process of collective self-enquiry, where reflection helps to focus on the learning process rather than the outcomes. The ways that these methods have been applied, their derivation from other fields of research, their strengths, as well as the problems encountered when applying them, are discussed. (Contains 1 note.)