Teacher educators are faced with the challenge of restructuring teacher education to prepare teachers to meet the educational demands of a world in which diverse technologies require learners to work flexibly across numerous disciplinary boundaries. To meet these demands, teachers-in-training will need to become comfortable with inquiry approaches, i.e., instructional methods that connect ideas across broad subject domains and emphasize experiential and child-centered outlooks. This report describes a qualitative study that followed the experiences of 30 preservice teachers enrolled in an alternative teacher education program designed to develop teachers' skill and understanding in inquiry approaches. For a six-month period, instructors and students in the Year-Long Project (YLP) at the University of Illinois Inquiry Block engaged with one another in a complex dialogue about inquiry. Through class and individual discussions, assignments, and observations, final exams, videotaped lessons, and guest presenters, they sent, received, edited, translated, and published numerous messages about inquiry. For example, as part of their work for the "language and literacy block," each of the YLP students handed in a daily journal about the events in his or her life as a teacher. The report describes the process in which the teachers engaged, what was found to be effective in learning about this approach, and the implications of this learning for teacher educators, researchers, and policy makers. (Contains 20 references.) (Author/RS)