As two teacher educators teaching two sections of a master's action research capstone course, we analyze (1) course content and pedagogy, (2) evolving beliefs about research, and (3) transformations in question posing as students assume the role of researchers. Our theoretical frame draws on teacher research, social justice advocacy, and the contextual nature of learning. The inherent tension between being a capital "R" researcher and being a small "r" reflective practitioner (Schon, 1983, 1987) became apparent in student comments and texts. This qualitative analysis draws on student work, instructors' reflections, and online forums in Blackboard. We learned the following: First, reframing research questions often involves reinterpreting K-12 students' motives and behaviors; second, questioning one's own identity means turning one's gaze from "other" to within oneself; third, careful study and reflection on a focused area of practice usually results in changes in that practice; and, finally, traditional research methods courses in education may alienate teachers from practicing action research effectively.