This paper focuses on the PhD process as one of the paths researchers take to enter the action research paradigm. The discussion is framed in the context of one specific small and peripheral AR environment and argues that PhD processes in these contexts may encounter problems that could be resolved if supervisors were familiar with educational AR. The challenge arises because such environments are often too small to have such expertise. The core of the paper comprises a case study based on the author's own experiences supervising one such PhD process. The student involved had previous experience in both research and teaching at university level, as well as in policy making, but was new to the field of action research. The case study shows how the dialogue between supervisor and student was handled in order to address challenges as they arose. Following the case description, the author proposes an analytical framework and invites educational action researchers to play a role in small and peripheral AR environments.