As educators encounter a policy landscape where increasingly the education lexicon includes keywords such as data, evidence, quality, and standards, it is interesting to revisit Garth Boomer's contribution regarding teachers as researchers. In "Fair Dinkum Teaching and Learning," Boomer (1985) clearly named at least two key problems that the author believes still face the educational community. First, drawing on the sociologist Basil Bernstein, he explained that schools typically contribute to the reproduction of educational success and failure, whereby some students come "to believe that they are capable of seeking, possessing, and banking on knowledge" (Boomer, 1985, p. 122) and "the other group, those who fail, tend to believe that knowledge is 'elsewhere,' not to be possessed, to be deferred to, rebelled against, or distrusted." Second, he named the divide between what he called "big R" research, which he saw as "a postgraduate luxury," and what actually goes on in schools (which he argued are not thinking and learning institutions). In this article, the author revisits what she has learned from her collaborative work with teacher-researchers, with Boomer's key messages in mind.