In this study we report the findings of a two-year professional development study using scaffolded lesson-study to encourage and support four teachers' desire to use discussion with increased frequency and quality. We joined a collaborative community of practice made up of one university researcher, two classroom teachers, and a political science professor in the first year. In the second year, each initial teacher recruited one mentee from his or her school. The four teachers collaboratively designed discussion materials, observed each other lead the discussions, and then reflected and critiqued the materials. Our article reports evidence that lesson-study positively influenced the quality of the teachers' discussion facilitation, their appreciation for lesson-study as a professional development model, and their adoption of broader cultural principles necessary for independent inquiry-oriented teaching practice.