The purpose of this study is to understand the reality of teacher research through the voices of the experienced individuals by analyzing the Role Conflict of teacher researchers. The results of the study are summarized as follows. The role conflict of teacher researchers experienced by teachers is divided into the difficulties of teacher researchers as Researcher , the difficulties of teacher researchers as Practitioner , the conflicts of Role Clash as a researcher and practitioner. First of all, the difficulties of teacher researchers as the Researcher are experienced in the context of the research. Teachers feel Skeptical about the Strictness of the Method which is difficult to apply for field texts and research methods and have raised doubts about whether the traditional research method is suitable for their research. In addition, teachers have difficulty in revealing the narrative and reflective experiences of practice as a self-study in the research in a genuine and active way and have experienced the limit of self-reflection through researches. Therefore, the role and perspective of teacher researcher as a Researcher guarantees the possibility of the transformative role of teacher researcher, but it also has limitations in the context of practice. The fundamental cause of this limitation is the lack of real satisfaction from the teaching profession and career. On the other hand, the difficulties of the teacher researchers as the Practitioner appeared in the context of practice. When teachers study their practice, they have a high ideology of practice and a lack of professional confidence and call for Incompleteness of Practice . Teachers were not able to pinpoint and inspect the sophisticated direction of curriculum design in terms of how effective or theoretically it was in practice. At this time, the research of the teacher was not a reflective praxis, but just a teaching action. In addition, teachers experience limitations of universal application due to Lack of Communication and Sharing in the absence of a general network of communication and documentation culture of practice through researches. Such difficulties as a practitioner and a researcher can be summarized as difficulties in finding an integrated relationship between theory and practice, and conflicts stemming from failure to move away from traditional researchers. Next, the researcher and the practitioner showed Conflict due to Role Clash . Teachers are constrained by temporal and spatial aspects and feel pressured and burdened to fulfill a dual role. They also feel physical and mental extreme fatigue and experience Burn Out . The images of teacher researchers are relatively negative or distorted in the field and such Prejudices against the Teacher Researcher have caused agony and conflict in their identity. In addition, they experienced the limitations of harmonizing the dual role by experiencing the related conflict on A Career Change .