The current thrust in the field of education is to improve teachers' understanding of how researchon best practices can improve student learning. The field of world language education introduces adouble, perhaps a triple, bind: teachers must be able to design and deliver instruction that alignswith national expectations for developing students' language and intercultural abilities for successin the global workplace, yet in schools across America, all K-12 students do not have theopportunity to study languages, even though research supports their astonishing facility foracquisition. Schools and teachers without resources, including time to investigate and implementevidence-based best practices, are ultimately held accountable for student performance. If worldlanguage teachers are to advocate for languages, they must use their expertise and share evidenceof their students' progress.The American Council on the Teaching of Foreign Languages (ACTFL) recently begandevelopment of a national research priorities agenda for grades preK-16. Action research, which isclassroom-centered and inquiry-based, can contribute to our profession's efforts, as it helps us to increase awareness of the critical needfor language study in grades preK-16. World language teachers can become teacher-researchers in their own classrooms, gatheringdeeply meaningful insights into their students' progress that they can share with others. Teacher-researchers investigate innovativeapproaches in response to their questions about teaching and learning, which are rooted in daily experience. They engage their studentsin fresh learning activities, and student feedback helps them to make better decisions about instructional and assessment strategies.Results can be shared with stakeholders, including parents, administrators, school board members, and guidance counselors, asevidence of what all kinds of students can do in languages.At a time in our history when we are striving to prepare teachers for 21st-century schools that prioritize global competence, ActionResearch in the World Language Classroom is a timely resource for the profession. It describes a natural, engaging, motivating way tocontribute, particularly for preservice teachers who are shaping their views andunderstanding about world language instruction and the connections between research andbest practices. The book includes four studies conducted by preservice teachers during theirstudent teaching internships in North Carolina public schools. The editor hopes that theirwork and observations will inspire and assist world language educators at all stages of theircareers.