In this article, the author interprets the phenomenon of teacher research using feminist theories as a heuristic for analysis. She begins with definitions of teacher research. Following, she employs feminist theories to explain teacher research as an emancipatory act. Based on an inductive analysis of the literature, she discusses three arguments: (1) Teacher researchers define themselves; (2) Teacher researchers challenge the division of labor in the production of research; and (3) Teacher researchers challenge the primacy of academic research through the situated in the production of knowledge. The three arguments provide an organizing principle that underscores the complexity of the phenomenon and deepens understandings of teacher research and hierarchies in educational knowledge production. The author calls upon feminist theories, not only because they are implicit in the emancipatory arguments, but also because they help conceptualize education using a different paradigm, one that includes marginalized voices--in this case, teachers--in the construction of knowledge. In this article, she is not searching for non-teacher villains, nor is she claiming that teachers are victims. Rather, she hopes to show how higher education research practices, embedded in patriarchal privilege, serve to advance some voices and limit the validity and possibility of others. (Contains 5 notes.)