Action research has emerged as one of the main strategies adopted to improve the provision of education all over the world. The purpose of this study was to explore the perspective of lecturers on the use of action research teaching strategy for enhanced student teacher performance in post COVID-19 Zimbabwe. A qualitative case study design was employed in this investigation. This design allows for the study of an entity within its real-life context and to use multiple sources of evidence. Purposive sampling technique was used to select 9 heads of departments, and this number was considered adequate to provide useful information regarding the application of action research teaching strategy in higher education. The selected participants were exposed to face-to-face interviews to generate data for the study. Data was analysed and interpreted thematically. It was revealed that student teachers are not reflective thinkers, have weak communication skills and fail to convert classroom problems into researchable statements that assist to remedy nagging situations. The study concluded that successful conduct of action research enhances a deeper understanding of problems that affect teaching and learning and informs appropriate actions to resolve identified setbacks. This study has implication for policy makers and administrators who are expected to craft decisions on action research strategy that are informed by the findings of this study. The study recommends that lecturers be equipped with skills to employ participative methods which encourage student teachers to improve their ability to transform their teaching experiences for enhanced practice.