Action research is well grounded in the worlds of organizational and community psychology. The practice of action research within each of these fields has been shaped by their dominant settings, theories, and values; where these diverge, rich learning opportunities have been created. Each phase of the action research cycle has particular challenges that can be overcome by integrating theories from both fields. This article outlines organizational theories as they apply to action research in community settings in three particular areas: the ecological context, collaboration and consensus, and sustainability. Using Price and Smith's (1985) four-cycle model of action research as a framework, we then present a case study example of how organizational theories have become part of our action research practices. Specifically, we will illustrate issues and challenges involved in coordinating social and emotional learning programs in two overlapping contexts: urban elementary schools and high schools. We found that building explicit knowledge of organizational theory brings important perspectives and tools to action research in community settings.