The story of Van Gogh and Gauguin's work together offers interesting points to consider regarding collegial inquiry among educators. This manuscript uses their story, as well as the works of Dewey, Sch?n, and Sennett, to explore dimensions of collegial relationships and how collegiality may promote greater degrees of inquiry among teachers. It concludes that four levels of mutuality are prerequisites for upholding democratic ideals in a school that is a community of inquiry.