Over nine years, a professional development program engaged teachers in inquiry as both a pedagogical tool and for professional learning. This study presents two exemplar teachers from the program who enacted consistently strong student inquiries while also exhibiting consistently strong appropriation of teacher inquiry. Results reveal a relationship between strong teacher and student inquiries that was limited, non-linear, and highly sensitive to context. The exemplars reveal that teacher inquiry strengthened the intended outcomes for student inquiry by cultivating particular qualities and understandings among the teachers. Implications for professional development and future research are discussed.