In this article, the authors describe the process of "peer debriefing": exposing oneself to a disinterested peer in a manner paralleling an analytic session and for the purpose of exploring aspects of the inquiry that might otherwise remain only implicit within the inquirer's mind. The authors wanted to know if former graduate students engage in peer debriefing or similar activities, and framed their research question for this pilot study: Do graduates of the university's elementary and reading master's programs utilize the practice of peer debriefing? The authors report on a survey by inservice teachers, indicating that overall, respondents seem to use all or parts of the peer debriefing process, such as discussing educational matters with others who are knowledgeable. but not specific stakeholders in the situations. Almost all teachers surveyed reported that they use other teachers as sounding blocks, and that reflecting with colleagues is an important part of their professional growth.