The purpose of this study is to interpret how a teachers' educator, Mr. Fu, implemented his curriculum and instruction with the influence from his own research experiences. Mr. Fu was conducting a research project at the same time on this curriculum for pre-service mathematics teachers. Thus my research, his research, and the class students' research term papers formed a loop, implying that research seems to be a proof of good quality. Yet, can we (including Mr. Fu) appreciate a good teacher who can not do research﹖ This is my concern after one year's participatory observation in Mr, Fu's class.