The National Science Education Standards encourage teachers to approach their teaching in a spirit of inquiry--assessing, reflecting on, and learning from their own practice. In this article, the authors draw from their own experiences as science teacher-researchers and present practical guidelines for science teachers who want to learn more about conducting teacher action research. This year long collaborative action research group examined issues of gender equity, diversity, and accessibility in science education. Using results from their practical inquiries and collaborative conversations, the author presents examples for science teachers to use when designing and enacting their own action plans. (Contains 3 figures.)