This article presents four cases of journeys of discovery and renewal, and the unexpected learning that results from exploring our practice with others. The authors are three classroom teachers--Steve, Stephanie and Bennyce--all of whom took part in a year-long action research sequence and the two professors--Helen and Mary--who co-taught these courses. Taking part in this process, whether as teachers or students, we gained new insights into important relationships that are too frequently taken for granted in busy teaching days, and discovered, in doing so, a renewed commitment to both our students and to the power of action research to bring about change. (Contains 3 notes.)