This article reports on an evaluation of three action research projects developed by a group of teachers working across the early years in three independent schools. The article examines the role of action research in developing educational leadership capabilities. Drawing on the educational leadership literature, concepts and ideas of action and activism, influence and change, and capacity to develop a vision are used to describe and analyse the data from qualitative pre-project and post-project individual interviews. The article argues that the empirical findings suggest action research was a powerful tool in developing educational leadership capabilities. This article concludes by suggesting that further research is needed to better understand how action research can be utilised to develop sustainable forms of educational leadership in the early years.