Various research has shown that student teachers’ convictions and beliefs about learning and teaching are considerably resistant to change, meaning that even a whole course of studies often has very little if any impact at all in terms of adapting and reconsidering one’s conceptions. The article describes a seminar at University of Teacher Education Lucerne that aims at confronting the students with their own beliefs via the instruments of classroom research. We give insights into students’ examples of classroom research, their questions developed, and offer some reflec- tions on the strengthening or loosening of personal beliefs in this context. Finally, some of the experiences with the investigative seminar are discussed from the lecturers’ point of view.