A set of assumptions, goals, and training strategies are described as they were used to implement a staff development program which tested the notion that teachers of limited-English-speaking students can effectively carry out research pertinent to them. The experiment in question was conducted as a one-year collaborative project between San Diego State University and a high school district with a large Spanish-speaking population. The project included 20 teachers, 16 student teachers, 2 university researchers, and 2 graduate assistants. The description of the training model includes the theoretical foundation, the 12-step discovery process used in the training strategy, training in building collaborative relationships and working toward consensus, and the process for selection of participating teachers. The discussion indicates that two collaboration types were being studied simultaneously: (1) collaboration between master teacher and student teacher, and (2) collaboration among the teachers themselves in their attempts to solve problems through consensus decisionmaking and doing research on identified problems. The model description is illustrated with flow charts. (AMH)