The purpose of this paper was to examine how pedagogical documentation and collaborative dialogue served as tools of inquiry for a group of undergraduate Early Childhood Education pre-service teachers at a Midwestern university. The research was a collaborative effort of several faculty members who formed a Scholarship of Teaching and Learning group. A reflective, inquiry approach to this research uncovered several potential themes. This article, specifically, examined the relationships that occurred with collaborative dialogue and pedagogical documentation and how it enabled the pre-service teachers to understand the learning processes more fully, the benefits to utilizing collaborative dialogue and pedagogical documentation, and the misconceptions that emerged.