Teaching with inquiry-based learning (IBL) can be used to increase high school students' science proficiency levels. Teachers must also be equipped and prepared to teach inquiry-based learning concepts. Therefore, this study aimed to evaluate how prolonged professional development (PD) about IBL impacts science and agriscience teachers' intent to use IBL animal science concepts in the classroom. The current evaluation identified the theory of planned behavior elements which provided a better understanding of teachers' attitudes, perceived behavioral control, subjective norms, and intent relating to implementing IBL into their curriculum. A total of two focus groups were conducted between Tennessee and Nebraska. Using a semi-structured moderator's guide, participants were asked questions related to their confidence, motivation, and intent to integrate the IBL animal science concepts into their classroom. The findings from this study indicated that although teachers faced barriers to new teaching strategies concerning subjective norms and perceived behavioral control prior to the PD, they now perceive that they can control those barriers and further intend to integrate the IBL animal science concepts into their classroom after completing the PD. We recommend that future research is conducted to explore the students' experiences participating in the IBL lessons and pursuing a follow-up with teachers after implementation.