With this practitioner action research study, I describe what happened when I, serving as an elementary school principal, disrupted the typical faculty meeting schedule with a structure called Design Your Own Learning. Here teachers were responsible for planning and carrying out professional learning based upon their own inquiry into their daily practices with students. For this study inquiry was defined as the many professional interactions within a school that promote processing and questioning of student and school needs, professional knowledge and understanding, as well as practices that open a dialogue about ways to address and learn from each. With this paper I investigated the question, "What happens when I (the building principal) implement an inquiry based professional learning structure (Design Your Own Learning) in my school?" I found that when given the time, space, and responsibility, teachers direct their own learning by engaging with questions that are meaningful to their practice. Additionally, I learned that it is possible to disrupt routine school structures and re-imagine the use of faculty meeting time in a public school.