Viewing classrooms as apolitical, race-neutral environments is not working -- and never has. In promoting color blindness, educators have denied student racial identities. In using the broad language of multicultural education, schools have maintained a strict adherence to white, middle class, heteronormative definitions of success. As a result, students from minoritized populations have been asked to adopt the norms of either school or home. Unsurprisingly, school has become a place of dissonance for too many. It is past time to change that pattern, and education leaders have a clear opportunity for change right now. The authors see teacher learning via inquiry as a major lever for this change. Working with teachers, the authors have found that the cultural inquiry process is a valuable tool for critical reflection and equity-oriented action. In this article, the authors present the benefits of teacher inquiry and present questions that characterize each step of the cultural inquiry process. They can be used as an individual inquirer or as part of an inquiry collective.