As a result of a dramatic shift over the last 10 years in how educators and administrators are supported in their professional learning, teachers are no longer working in isolation behind closed doors. Instead, professional learning has moved to the school and the classroom, and teachers are encouraged to share their work and their students' work. Teachers are able to observe students in other classes, have other teachers observe their students, and participate in discussions about the teaching and the learning they observed. Changing the deeply rooted norm of privacy has been difficult as such a change required risk-taking by teachers and leaders (Fullan, 2007). Due to this shift, curriculum consultants have had to re-examine their roles in supporting teachers in their professional learning. Collaborative cultures take time to build, and a one-size- fits-all approach does not work. In this article, Lisa Cranston describes how with the support of central office curriculum consultants, educators at three schools in Southwestern Ontario used a collaborative inquiry process combined with classroom observations to investigate student inquiry-based learning while building a culture of openness and professional learning within and between schools.