The study was part of a larger investigation on implementing classroom action research in Zimbabwean teacher education colleges. The study sought to unravel overarching impediments hindering the development of action research skills and competencies in the identified institutions. The research impetus was that despite teacher research being embraced by curriculum change literature as a pivotal ingredient of initial teacher education and development, globally, the Zimbabwean situation pointed to the contrary in implementation. The study was a between-methods concurrent triangulation design that utilised the mixed-methods approach. A purposive sample of 64 teacher educators and 76 preservice teachers was utilised. Data were collected through multiple instruments: semi-structured questionnaires, document analysis, focus group discussions and interviews. SPSS version 20 software was used to analyse quantitative data. Qualitative data were analysed through content analysis. It emerged from the study that the delivery of the research process was tainted with a plethora of organisational impediments that needed intervention by all educational stakeholders.