This paper is one of the outcomes of a small-scale, collaborative action research project, carried out in a range of multilingual classroom settings. We hope to demonstrate some of the ways that theory and practice are linked in classroom-based research through the concept of praxis, showing its importance for teaching and learning as well as for educational research. Introducing the action research framework developed by Somekh (2006), we lay out some theoretical and methodological principles for the successful construction of research processes as praxis. Through highlighting the different perspectives of the authors of this paper on their involvement in the project, we hope to show the advantages to all of collaborative classroom-based research, and reveal its dialogic and transformative qualities. We argue that this type of research has strong relevance in the field of bilingual education and is valuable for both classroom practitioners and policy makers.