Educational leaders are enrolling in second-generation education doctorate (EdD) programs because these are allowing them to remain in the field as they pursue their degree and perform action research within their workplace. As part of degree requirements, students in these programs are challenged to cross the theory-to-practice divide. However, the usefulness of theory in their action research dissertations has not been investigated. This study was designed to understand the theories EdD students used in their action research dissertations, how and why they used them, and what, if any, benefits they gained. To find answers, a content analysis was applied to 72 action research dissertations. Results indicate that a blending of practical knowledge with implicit theories and grand theories helped students develop an understanding of their contexts and the actions they needed to take to ensure student learning, teacher efficacy, and organizational development. To contextualize findings, two cases are offered as examples.