Self-study teacher research is designed to encourage teachers to be agents of their own reform initiatives while working collaboratively with school colleagues. It has proven useful to an array of educators coming from multiple disciplines and programs. In self-study, teachers critically examine their actions and the context of those actions as a way of developing a more consciously driven mode of professional activity, as contrasted with action based on habit, tradition, or impulse. Self-study allows teachers to plan, enact, and assess their pedagogical strategies with the support and critique of professional colleagues while examining the impact of their efforts on student learning. Although self-study is a recursive process, the steps listed in this article provide guidelines for teachers who are new to self-study research.