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Abstract
One elementary school's ongoing process in developing an appropriate action research requirement for teacher candidates during their student teaching experience (internship) is described. The assignment has evolved from a pilot project with one intern and mentor teacher to a requirement for all interns at the school. Several issues that emerged over time are addressed. These include encouragement of a problem-solving or inquiry stance that facilitates a focus on teacher candidates' impact on their students, the role of systematic data collection and analysis, ensuring ownership by the interns, and generalization of the problem-solving process from one project to other situations.