This paper focuses on critically analyzing both the potential and the problems of practitioner action research as a means of genuine professional development for classroom teachers today. Action research is a process of systematic inquiry and of knowledge, skill, and attitude growth in which classroom teachers on either an individual or collaborative basis investigate a self-identified instructional problem and attempt to better understand and improve the teaching/learning process occurring in their classrooms. This paper's critical analysis involves a review of the issues surrounding teaching as an emerging profession, what is known about effective staff development practices, and what is emphasized in the literature on school workplace conditions in which teachers function on a day-to-day basis. Finally, the paper reviews the potential as well as various serious dilemmas inherent in the use of action research as a staff development experience. The nature of such dilemmas are discussed in terms of certain cautions which should be noted regarding practitioner action research at this time. A seven-page list of references concludes the document. (JD)