Knowledge gained through research contributes to the ability to provide worthwhile professional development. That knowledge is developed through the cooperation of practitioners, families, and children when researchers ask for their participation in studies. Many teachers have no idea how to be knowledgeable participants in an early childhood research project. What are their rights and responsibilities? What safeguards should staff, children, and families expect? In this article, Nancy File gives early childhood program administrators and teachers a working knowledge of the world of research-ethics, regulations, and practice.