In this age of accountability and assessment, classroom teachers need to be encouraged to become action researchers. Action research helps them look at a challenge in the classroom in depth and adjust the curriculum, their teaching methods, or both when they find that current practices are not meeting the needs of some or all students. If educators want to close the achievement gaps among students, they must use assessment data to inform instruction. Teachers must be critical consumers of curriculum programs that are bought by school districts. They need to identify what the students need and then add the necessary instruction to the scripted program. This article reports the results of a yearlong collaborative action research study conducted by a team of second-grade teachers and two reading specialists. It was found that more phonemic awareness instruction was needed to help their older limited-English-proficient language learners gain the necessary graphophonemic skills needed to become successful readers. (Contains 1 table.)