This paper reports the findings from a research study conducted by the Institute for the Study of Knowledge Management in Education (ISKME) in partnership with the Faculty Inquiry Network (FIN), a professional development program designed to engage faculty at 18 colleges across California. Participants were FIN faculty teams involved in iterative data-informed inquiry, with the goal of faculty gaining an improved understanding of pedagogical practices that positively impact student learning. Over the course of two years, the study examined the impact of faculty participation in FIN as a way to examine linkages between inquiry-based faculty professional development, faculty adoption of data-informed pedagogical approaches to basic skills education, and improved student learning. ISKME employed a mixed methodological approach, involving interviews, observations, site visits, artifact analysis, and a survey. The study found faculty adoption of enhanced data use practices, and subsequent implementation of student-centered teaching practices with improved student learning outcomes. In addition, the study found successful faculty advocacy for institutional program and policy reform. This paper also offers recommendations for administering future inquiry-based professional development programs for community college faculty. (Contains 7 tables and 3 footnotes.)