This article describes a 2-year study that examined the influence of collaborative inquiry on the professional growth of beginning teachers. Participants include 10 novice teachers and 2 university faculty members. Using qualitative methods, the university faculty collected data during the first 2 years of the group's progress in order to determine the influence of collaborative teacher research on the professional growth of novice teachers. Results of the data analysis suggest that such school/university collaborations can benefit novice teachers in a variety of ways.