The article outlines the aspects of the research design that engage with teachers in schools and discusses some of the challenges and affordances that the relationships (between the teachers, the schools, the research partners and the researchers) experienced in the project, Literacy in the 21st Century: Learning from Computer Games. The article has a particular focus on the teachers\u27 work as co-researchers, their descriptions of working in the project and some of the issues for teachers and researchers in working in this way. The data used for the analysis includes the teacher writing, interview data and researcher observations. The teachers who participated in the project designed and delivered curriculum using computer games in various ways including making their own games, evaluating games, analyzing game structures, and examining the culture around games and the ways in which games and other technologies are merging. Some of these curriculum units are described elsewhere in this issue (Beavis & O\u27Mara, 2010). This article\u27s purpose is to follow the teachers\u27 professional learning experiences rather than detail these curriculum designs, which the teachers will describe elsewhere. The paper concludes with our personal reflections on the affordances and challenges of working this way for us in our different roles in the research team.<br /
