Teaching as Inquiry is a framework in the New Zealand Curriculum for guiding teachers' professional decision-making and actions (Ministry of Education, 2007). It has been included in initial teacher preparation courses to assist student teachers to practice in a way that focuses on their pupils' learning, and their own professional learning from the start of their careers. This article speaks to the influence of student teachers' personal and professional values on their perceptions of the Teaching as Inquiry framework, and the importance of self-knowledge for becoming inquiring. The data on which this article draws were collected as part of a qualitative Doctoral study exploring the role of student teachers' personal and professional values during their initial teacher preparation year. Findings from two student teachers in the sample are discussed in this article. Findings revealed the positive influence of their vocational values on their perceptions of Teaching as Inquiry. These values included being of service, pursuing social justice and being self-aware. Findings also showed how competing values in student teachers' contexts may reduce Teaching as Inquiry to an assignment, rather than a process for becoming an inquiring, emerging teacher.