Action research (AR) facilitators play multifaceted roles in motivating and guiding language teachers to examine and enhance their classroom practices through AR. To illustrate these roles, this chapter presents a qualitative case study of an AR facilitator's perceptions and practices when working with language teachers in the Chinese educational context. The findings reveal various practical strategies, spanning cognitive, affective, and discursive domains, utilised by the facilitator, while certain contextual challenges (e.g., language teachers' lack of sustained motivation for AR) were also acknowledged and discussed. The chapter concludes with valuable implications for AR facilitators in similar educational settings, accompanied by critical questions that can stimulate profound self-analysis and collective reflections during AR.