This article presents a framework for establishing inquiry as a foundation of a teacher education program to help prospective and practicing teachers view inquiry not as a project but as a stance. Cochran-Smith and Lytle (2009) assert that "working from an inquiry stance involves a continual process of making current arrangements problematic, questioning the ways knowledge and practice are constructed, evaluated, and used; and assuming that part of the work of practitioners individually and collectively is to participate in educational and social change" (p. 121). Development of stance in this article is exemplified by the work of one teacher researcher who came to inquiry through a graduate-level teacher education program. Since engagement in inquiry was woven throughout the program, this teacher engaged in multiple cycles of inquiry. She shares her research and the ways that her engagement in practitioner research led to the development of her inquiry stance.