The purpose of this paper is to address the gap that exists in the knowledge base for understanding the repertoire of images that preservice teachers gain as they engage in action research. Data were collected using a variety of qualitative methods: journals, metaphors, narratives, action research reports, and focus group interviews. Data were thematically analyzed to identify recurrent images. Findings revealed two distinct images--images of an action research space and images of self-fulfillment that acted as guides through which participants made sense of their action research experiences. Implications include the need to provide insights into the purpose of action research as preservice teachers understand it; and to provide insights into the nature of preservice teachers as action researchers.