A common aim of teacher education is to have prospective teachers inquire about their teaching. In that regard, there has been concern about the effects of contexts within which such inquiry takes place. Recent deliberation and research about context has tended to focus on the structure and content of teacher education courses, the environmental nature of student teaching sites, or relationships in the student teaching triad. The paper attempts to clarify what contexts we might consider when talking about prospective teachers, and what questions we might raise about the relation of inquiry and context. The purpose of the discussion is to highlight how one's interpretations and re-interpretations of experience should be examined as contexts of inquiry. (Author)