With the proliferation of information on how to use data to inform instruction for more than two decades, district leaders, principals, and other stakeholders assume teachers know how to use the cycle of inquiry process to improve student achievement. This case study is an examination of the practice of data use in seven schools in one urban school district. The emergent themes of the study affirmed previous findings from the research such as teams' lack of time to use data, agendas to guide meetings, and norms to help keep teams on task. Other findings from this study revealed teams' lack of knowledge about the inquiry process, inconsistency of coaches' skills in facilitating meetings, the absence of principals, and not putting data at the center created a compelling argument for routinely monitoring or observing teams' data practice. Principals observing teams will inform them of processes in need of improvement, reveal the need for professional learning, and lead to improved processes to support student achievement.