This paper explores the effectiveness of networking in promoting inquiry-based science education (IBSE) through raising the self-efficacy of science teachers to take ownership of more effective ways of teaching students, supported by stakeholders (Holbrook & Rannikmae, 2010). As PROFILES project (Professional Reflection Oriented Focus on Inquiry-based Learning and Education through Science) is based on "teacher partnerships," the project recognises the importance, not only of dissemination of developments for the benefit of science teachers across Europe and even worldwide, but also the need for interaction through a well-researched and effective networking system at the school, local, national and European/worldwide levels. The theoretical and practical approach of PROFILES networking is presented, including examples from Austria, Latvia and Romania. Research (evaluative) findings show that networking can operate at the school, local, regional and national levels and that networking is able to play an important role in the functioning of PROFILES. Evaluative findings show that networks offer goal-oriented exchange processes among teachers which support the professional development of teachers. Networking has the potential to create a culture of trust and supports self-efficacy and teacher ownership. Hence, networking is playing a significant role in the functioning of PROFILES in the presented countries.