Learning to teach never ends. In fact, learning to teach is no longer thought of as a one-time process of "teacher training" where student teachers are equipped with theory and methods and then sent out to "practice" teaching. Likewise, continued education for experienced teaching is no longer thought of as a process of periodic "staff development" where teachers are congregated into auditoriums to receive the latest updates about teaching techniques. Instead one now knows that learning to teach takes place over time rather than at isolated moments in time. For many years, the author and her colleague Susan Lytle have been writing about teacher learning as taking an "inquiry stance" on teaching (Cochran-Smith and Lytle 1999; 2009). By "inquiry stance," they mean a world view and a critical habit of mind about teaching--a dynamic and fluid way of knowing and being in the world of educational practice that carries across educational settings and informs professional work at all levels. When teachers work from an inquiry stance, they engage every day in the life-long process of learning to teach. The examples provided in this article, which describe the work of three experienced teachers, highlight some of the most important reasons for taking an inquiry stance: enhanced teacher learning, improved student learning, and greater equity for all students.