This study explores the process of teachers' knowledge construction within a community designed based on the concept of inquiry as stance. Through close examination of three teachers' activities, the study investigates how teachers adapt and respond to such a community, whether their inquiry actually generates knowledge, and how it relates to their teaching practice. The findings demonstrate that inquiry as stance can serve as a framework for understanding how teachers can generate knowledge. However, the study contends that effort must be made if teachers are to assume an inquiry stance within their communities.