This paper focuses on how teachers in a rural elementary school, involved in the fourth year of a restructuring process (the Accelerated Schools Project), used inquiry to transform teaching and learning. In the past, teachers generally worked within their own classrooms and had little input in school wide operations. However, after four years of the accelerated schools program, teachers showed more willingness to reflect, share, and work on a more unified basis. The accelerated schools inquiry process helped them to gain a better understanding of the challenges they faced on a school wide basis; it offered a systematic method for facing and solving the complex problems of the school community. The case study method was used over 8 months to gather data from informal interviews and the observations of 26 teachers; 6 teachers and the principal were selected for more intense interviews and participant observations. Questions focused on children and learning, educational environment, capacity of teachers to participate in school decisions before and after the Accelerated Schools Project, relationships among teachers, and the use and impact of inquiry. Findings indicated that teacher inquiry was a key ingredient to school transformation and that the changes appeared to correlate with J. Murphy's (1991) three major categories for restructuring schools: expanded responsibilities, new professional roles, and new career opportunities. It was noted that inquiry on both the teacher and cadre levels opened doors to innovative approaches for children's learning in varied ways. (Contains 14 references.) (NAV)