As any contemporary teacher knows, credit and credibility are showered on those who engage in research-based practices. And not just any research. It must be tied to a study with a large enough number of participants; a clear intervention; control and experimental groups; results that can be scaled up and replicated… Wait! Is this the only kind of study from which we, as practitioners, can learn? This article examines another research paradigm and differentiates among various forms of research from which school folks can and do learn.