A trainer of teachers of English as a Second Language (ESL) in Israel undertook a study of the use of classroom research to enhance the learning experience of her students, a multicultural group of 13 graduating trainees. The trainees were asked to conduct research on some problem in their own classroom teaching. They were given specific guidelines about how to proceed, and participated in group and individual discussions with the trainer. The students' chosen topics fell into two categories: problems specific to ESL teaching, and those related to the particular instructional situation. Students generally began their reflection at a practical level but eventually looked also at affective and other aspects of teaching. No relationship was found between trainees' sociocultural background and topics selected for research, but more experienced trainees approached the project somewhat more professionally. Two are used to illustrate the processes used and results achieved. It is concluded that: (1) the trainees' assignments became more practical and provided important information about their own teaching; (2) not every novice teacher was able to relate research findings to higher-level moral, ethical, and political issues; (3) these teachers are capable of this kind of research, but need careful guidance before and during the project. Contains 17 references. (MSE)