This paper explores a model of professional development that theoretically extends to new teachers a bridge from inquiry-oriented preparation into the first years of teaching. Inquiry-oriented teacher education habituates novice teachers into professional habits of heart and mind that are difficult to sustain given the reigning modes of professional development which often pair novice teachers with mentors. The alternative form of professional development involves creating collaborative teacher learning communities that foster critical friendships. This paper explores the multiple levels of teacher learning and development that arise from critically friendly teacher learning communities, examining a 3.5-year, voluntary collaboration among nine teachers and two university researchers. The case study draws on ethnographic methods including observations, interviews, reflective writing, videotapes, and documents. Findings indicate that novice teachers in this setting refine and define inquiry practices, teaching beliefs, peer relations, and teaching practices. Results hold implications for teacher education and professional development in terms of fostering structural and normative supports for collaborative inquiry to support the development of novice teachers. (Contains 47 references.) (SM)