This study describes how nine university professors managed their teaching when a shift from lecturing to inquiry-based learning was mandated in a large enrollment course, linear algebra for math majors. We describe the tensions that emerged and how they were resolved, in part via the production of worksheets that were used in teaching. We describe the way in which professional obligations towards the discipline and towards the institution shaped the tensions and the ways in which they were resolved by this group of faculty. We offer a conceptualization of the enactment of instruction that was prompted by the study and implications for continued investigation of change strategies in undergraduate mathematics.