This article describes an educational leadership course in which students perform action research. The assignment, along with its structure, restraints, directions, and outcomes is described. Student topics are presented in detail, along with the data source used for each project. The authors argue for the utility of action research on school sites, as well as its benefits in this university setting. The course, Field Project in Educational Leadership, is described in such depth that colleagues across the country are invited to create courses based on this model. Throughout this article, the action research assignment is evaluated, both its strengths and complications, in the context of literature on organizational change, as well as literature on general research and on action research specifically.