Three faculty used action research to address concerns with student learning but in the process also learned of its value for their own professional development. Through semi-structured interviews, multiple case vignettes, and peer collaboration, they addressed student cognitive and affective learning concerns, made adjustments in their instructional delivery with the assistance of action research, and noted its effect on their ability to collaborate and subsequently improve end of term evaluations. The process generated a model for action research that assisted with faculty's professional development needs.