This paper reports and reflects on a collaborative and multi-layered action enquiry project in the New Zealand polytechnic sector. In the context of widespread national professional development centred on adult literacy and numeracy teaching and learning in vocational educational institutions, an action enquiry methodology was piloted with vocational tutors in certificate and diploma programmes at nine polytechnics and institutes of technology. Most participating tutors had not previously carried out formal research, and few had worked with university researchers as external change agents before. A key aim of the overarching project was to investigate the effects and value of an action enquiry approach for embedding literacy and numeracy in vocational programmes. Reflection emerged as an important component in both the individual action enquiries undertaken by participating small teams and the meta-action enquiry project overlaying all of the projects. We conclude by considering the external agent role in building collaborative enquiry and relationships.