This paper is based on a project that was attempting to develop the educational use value of computers with young school children 6-9 years as tools for learning to write and read. Often it is taken for granted that everything runs smoothly in empirical research. But what happens to research and school development in a school under change when components in the organization and running of schools begin perhaps to break down? This can occur when social structures change. But what consequences does this have for an action research approach in an ongoing study? One can speak of certain principles of action research and certain conditions that are required in order to implement these principles in practice. One of these is continuity of participation and access to the field, another is time for reflection and a third is the development of stable social relations and critical friendship groups.