The author examines an inquiry-based teaching/learning model involving diverse members of learning communities. A triad of cooperating teachers, student teachers, and a college supervisor engaged in ongoing and purposeful discourse to explore the teacher-learner (expert-novice) reciprocity, school culture and social relations. In their efforts to broaden and deepen their intellectual exchange, they interrogated their own and one another's beliefs, values, and perspectives about who owns knowledge and how knowledge is distributed/shared. This reflective and reflexive process helped to enhance their knowledge, practices, relationships, and practicum experience.