To increase the likelihood for continuous growth and improvement, professional development for high school biology teachers should include long-term, targeted instruction with an accompanying peer-coaching component. This study examined the views of biology teachers who were engaged in a two-year professional development program, which included a strong peer-coaching component. With an overall goal of enhancing the teachers' instructional practices, the peer-coaches and teachers collaborated to increase the amount of inquiry in the science classroom. Data were collected using focus groups and researcher notes. Emergent themes included the significance of relationships, importance of teacher commitment, and resulting change and growth in educators.