A common response from teachers when involved for the first time with the P4C program is related to their lack of background in philosophy. In the current use of the P4C educational approach, most, if not all teacher guides --those who offer training courses to other teachers in preparing them to facilitate philosophical inquiry in their classes--have a solid philosophical background. However, this clearly does not apply to regular teachers who attend P4C workshops. The question of how much familiarity with philosophy is required of a teacher wanting to do philosophy with his/her students after the workshop has not been seriously addressed, although the design of the introductory sessions and the first workshops aim to foster some initial familiarity. In this article, the authors begin by describing the valuable philosophical skills and disposition that teachers receive in an introductory workshop, and underline the skills that teacher guides need to introduce--step by step--to a novice teacher for leading philosophical inquiry. They then move on to offer some ideas to address the basic problem of weak philosophical background: follow-up seminars, workshops and guided philosophical reading to help them improve their philosophical background.