Over the past ten years, action research has rapidly developed within the field of education in Taiwan. However, when researchers who employed an action research approach submit a manuscript for review, they sometimes discover that reviewers of academic journals employ criteria based on other research approaches to assess the action research manuscript. If this continues, the development of action research, educational practice, and pedagogy will be negatively affected. This study examined the issues involved in the review of action research papers. First, the action research approach is explained, and will be used as the basis of further analysis and discussion. Secondly, some referable and noteworthy aspects regarding the review of action research papers are put forward in terms of “quality” and “value”. The focus of the study was on the research topics often examined in action research studies, and the style adopted in manuscripts about action research. The academic and practical value of action research papers was also discussed. Finally, it is suggested that reviewers of action research papers need to understand the goals and characteristics of action research, and should not persist in employing assessment criteria based on other academic paradigms. Ultimately it is hoped that the utilization of inappropriate criteria to review action research papers will be reduced.