The Teaching Facilitator portion of the Mathematics for Tomorrow project seeks to help a small number of teacher-leaders acquire the skills, beliefs, and knowledge they will need to lead their peers in ongoing inquiry and investigation into mathematics teaching practice. This descriptive study examines the experiences, beliefs, and concerns of seven teacher leaders who were involved in the study over a period of two years. Facilitators views about the nature of inquiry and inquiry groups, the role of their own knowledge of mathematics and beliefs about pedagogy, and the tensions between taking on leadership and maintaining collegial relationships with peers represent significant issues for facilitators. This paper addresses both conceptual issues concerning facilitators developing knowledge, roles, identity, and power, and more practical issues of time and other supports needed to make these new roles feasible. (Contains 30 references.) (Author/JLS)