In this case study, part of a larger study of the Prospect School Teacher Education Program, the author investigates the processes of descriptive inquiry by exploring a moment in their evolution and their effect on the learning of one teacher educator and his students ("interns") as they investigated the teaching of social studies. She also explores the long-term impact of this approach to teacher education on one of these interns. Using descriptive inquiry processes, the author finds that the school under investigation cultivated an awareness of learners as complex, capable, emerging beings-in-process with a capacity for authority, agency, and voice. (Contains 9 footnotes and 1 figure.)