Action research has received increasing attention, especially by school leaders, as a result of the Singapore Ministry of Education's push for greater autonomy, diversity and innovation at the school level. It is also perceived as a means for teacher professional development and professionalism. The Teachers Network, which has its own brand of action research called "Learning Circles", is in support of such a view. Action research projects are not, however, without problems. In this paper, structures that pose constraints to successful action research endeavours will be the main focus for discussion. (Contains 1 figure.)