This article suggests that part of the task of the teacher educator is functioning simultaneously as both researcher and practitioner. However, there are sharply diverging viewpoints about the worth of this kind of research. On the one hand, there is now more research about teacher education being conducted by teacher educators themselves than at any previous time. On the other hand, in certain contexts, this research is discounted because it is judged not rigorous or because it does not generalize across contexts. The article considers the deliberations about practitioner research by the AERA Panel on Research and Teacher Education as an illustration of how these competing viewpoints can play out.