How can teacher educators initiate and sustain a culture of inquiry among participants in a graduate program? This was the core issue in the design of a new Masters degree program that emphasized teacher leadership. Now in their fifth year of this program, the authors decided that it was time to publicly document how they taught and studied the core courses. They also decided to query current participants and graduates about their experiences. This article presents the authors' description of their collaborative research on this study, their description of the program and courses, and their findings on perceived program impact on teaching practice, leadership, and student learning. One noteworthy finding the authors obtained was the strong link between inquiry and leadership. (Contains 1 table.)