While existing evidence has indicated that teachers employing Project-Based Learning (PBL) contribute to improved student learning outcomes, there is a notable lack of data investigating how these educators articulate their roles in the teaching process (Kaplan & Garner, 2017; Leng et al., 2018). The aim of this qualitative descriptive study was to investigate how high school teachers, utilizing PBL, conceptualized their roles concerning questioning students, and fostering student inquiry in the western United States. The study's conceptual framework incorporated Arman's (2018) Student-Centered Approach Theory and Dobber et al. (2017) Direction of Inquiry Process Continuum Model. Driven by two research questions, the first inquiry centered on the teachers' role in questioning students, while the second explored their role in stimulating students to ask questions. The study involved a sample of ten PBL teachers, predominantly individuals who transitioned from professional backgrounds into the teaching profession. The findings revealed distinct teacher actions and roles, portraying PBL as a catalyst for a diverse range of learning modalities. The subsequent discussion probes into the liminal spaces of learning inherent in the interactions between teachers and students. The conclusion drawn is that PBL pedagogy involves purposeful tasks encompassing both building and fostering, a natural extension of secondary pedagogy, ultimately enabling students to surpass the teacher.