Two Summer Institutes funded by the National Science Foundation were held for current and future college science faculty. The overall goal was to promote learning and practice of inquiry-based college science teaching. We developed a collaborative and active learning format for participants that involved all phases of the 5E learning cycle of classroom inquiry and introduced the new mini-journal model of inquiry. Postinstitute responses and practices showed the effectiveness of the "teach inquiry through inquiry" strategy in changing participants' pedagogy and practice. The format and outcome of the institutes have provided a model for transforming professional development into participants' learning and practice. (Contains 1 figure and 5 tables.)