This paper uses an auto-ethnographic approach to reflect upon two experiences of professional learning gained through action research. The first, from the Netherlands, explores the issue of diversity in the mainstream class and the ways in which action research is used to provide insight into the emerging dilemmas around social justice. The second, from Trinidad and Tobago, points to the ways in which inexperience and cultural assumptions for teaching work to excavate dangerous possibilities even while engaged in action research. Both cases highlight the possibilities and pitfalls that action research presents for practitioner-researchers concerned with the development of socially just strategies in the classroom, in schools and across educational systems. We tell a story of research and professional learning as processes constructed within competing claims for rightness. It is in the practice of action research that we learn as researchers and professionals what should be the composition of our interventions and who should be the focus of these interventions.