This paper outlines the efforts of an Educational Psychology Service (EPS) to develop its practice in the area of research. It will argue that the Action Enquiry model of service delivery can empower teaching staff and may allow an effective means of change and improvement to take place in schools. This model steers research towards providing information about what works in context and has given teachers the impetus and ownership to evaluate their practice and the impact of their interventions. The benefits of this approach are outlined along with a few notes of caution that readers are urged to consider when negotiating research within a school. (Contains 1 table and 1 figure.)