This article highlights the methodology of the research circle (RC), a variation of participatory action research (PAR). The aim was to examine and discuss possibilities and constraints for knowledge development based on democratic ideals within the RC practice. An empirical example of a Swedish RC project, including fifteen teachers and two academic researchers, was analysed through the theory of practice architectures. Interconnections between the aspects of participants’ actions, conditions or practice architectures and surrounding practices emerged. How these were interlinked appears coherent but contradictory, and these interconnections seem to be both enabling and constraining for knowledge development based on democratic ideals. Space was created for experienced-based knowledge and scientific knowledge to interact. Equal relationships between the teachers and academic researchers and power asymmetries seem to have been created and re-created through different and sometimes conflicting traditions and idea(l) s of research and resources for participation. A question regarding the potential of the RC is whether it can be portrayed as a possible utopia? This article can contribute methodologically to the PAR field by visualising and discussing the prerequisites, power relations, possibilities and constraints of an RC project