The literature indicates that teacher educators have a responsibility to prepare new teachers philosophically and practically as reflective "researchers" who are in the habit of systematic, active, and goal-directed problem-posing and are attentive to the processes in which they are immersed (Braun & Crumpler, 2004; Cochran-Smith-Lytle, 1999; Darling-Hammond, 2000; Fendler, 2003; Loughran, 2002). Teacher educators need to prepare teachers disposed to draw on the accrued knowledge of the profession and to contextualize their thinking for the challenges of each specific work place. An inquiry-based approach to teacher education broadens the tradition of reflective practice and is part of the movement toward an epistemology that validates multiple knowledges. In this study, the authors understand inquiry as reflective practice that is systematized and pushed to deeper levels (van Manen, 1977) in which a person asks him or herself and others questions about his or her practice in an effort to move beyond or extend his or her current understandings. The authors looked at inquiry from three perspectives: as a process, as research, and as a stance. The authors believe that an important implication of this study is that teacher educators need to think about, look at, and listen to how they encourage different levels of inquiry. They also believe that teacher educators need to conceptualize theoretical bases and epistemologies that value multiple knowledges in the process of preparing future teachers (Cochran-Smith & Lytle, 1999; Darling-Hammond, 2000; Reid & O'Donoghue, 2004). (Contains 1 figure and 1 note.)