In our region, the southeastern United States, the COVID-19 pandemic led to the rapid decision to close schools in early March 2020. Science teachers were suddenly required to teach their classes online with little time to prepare and little training in how to do so. In response, we invited 10 high school science teachers to participate in a series of online meetings using an unconventional, dialogical, and collaborative form of action research (D-CAR). The goal was for the teachers to find ways to engage their students online in inquiry, discussion, and argumentation. We engaged in a retrospective self-study on our roles as facilitators of the D-CAR meetings. While we did this work virtually during the pandemic, our findings are relevant to the facilitation of both online and face-to-face teacher meetings. This case study has two foci. One is the engagement of practitioners (secondary science teachers) in D-CAR in an online environment. The other is the use of self-study methods to delve into our facilitation of the D-CAR group meetings. Qualitative methods were used in this case study because of the small number of participants. [This content is provided in the format of an e-book.]