In this article, the author discusses the importance of questioning in understanding teaching practice and the possibilities of inquiry in English education. The author has come to believe that the most important thing everyone can do in the field of English education is to support teachers in establishing a questioning stance that will evolve throughout their careers. If a questioning stance became the norm--not just in English methods classes or in first-year teachers' classrooms, but also in department meetings, professional development workshops, and curriculum planning sessions--then English education could be as dynamic and responsive to the needs of particular learners in particular contexts as their particularities demand. Inquiring into big questions may not lead to definitive answers, but it can lead to a deeper understanding of the issues at stake as teachers strive to make sense of the work they do in relation to the role of literacy in students' lives, both in and out of the classroom. A list of some of the questions that might lead others into their own processes of inquiry is also presented. (Contains 2 notes.)