Engaging in sustained and collaborative action research is one way science teachers can build the bridge between improving student learning and their own professional learning as teachers and teacher-researchers. This article presents a series of practical strategies for science teachers who want to gain a new sense of confidence from conducting research on their professional development experiences, see the connection between their professional development activities and their student's needs, and develop productive professional relationships with their colleagues and students. (Contains 1 figure and 2 online resources.)