This investigation paired four university secondary education student teachers with four experienced English teachers. As the students did their practice teaching, they conducted joint classroom research with their cooperating teachers. Their relationships over the course of the semester were documented and analyzed using a qualitative case-study design. The investigation found that the intersection of roles as a university researcher, facilitator, colleague, and teacher researcher put her in a unique position to become part of the teacher research group, which evolved into a support group that continues 3 years after the formal research project has ended. Analysis of the common themes that emerged in the formal project indicates that it was easier for the teachers to collaborate with one another than it was for the teachers to collaborate with the student teachers, largely because of differing experiences and divergent perspectives about the research task and the meaning of the teaching community. The support group that grew from the project did not include the student teachers. Teacher participants describe a renewed sense of professionalism as they continue to conduct inquiry. (Contains 38 references.) (SLD)