This article reports on a distinctive form of continuing professional development that emerged from a classroom-based collaborative research project between university researchers and teachers of French. We shall argue that one of the outcomes of this particular form of collaboration is a relatively unexplored, yet potentially important, approach to foreign language teacher development in general and to research into learning strategies in particular. Specifically, we will consider the extent to which a group of Y12 French teachers, who contributed to the implementation of a two-year long investigation into listening and writing strategies with their students, developed professional knowledge and skills as a by-product of their participation in the university-led project. (Contains 1 table.)