Many contemporary education systems encourage the notion of the teacher as practitioner-researcher as part of their professional learning agenda. Simultaneously, it is acknowledged that practitioner research might be remodelled in local contexts when used to support educational reform. This paper describes respondents' theories of how a particular cultural phenomenon, "kiasuism", profoundly shapes the type of work teachers do as researchers in Singapore schools. "Kiasu" can be defined as the notion of "being afraid to lose out" and "winning at all costs". In highlighting such insights, this study aims to foster greater cultural and contextual sensitivity by providing a more nuanced understanding of the Singapore context. Twenty participants, including academics, policy-makers and teachers, were involved in this investigation.