The purpose of this case study was to propose collaborative inquiry (CI) as counterdiscourse in professional development literature by acknowledging the multiple forms of personal and professional knowledge of five preschool practitioners. Data were collected from transcripts of CI group meetings, semi-structured participant interviews, researcher field notes, and observations during classroom visits and meetings with participants. In the findings practitioner goals and research questions, conversation and small talk, informal and shared readings, student documentation and artifacts, and collaboration were identified as important tools and processes as group members engaged in CI alongside participation in a voluntary quality improvement rating system at their preschool.