In the United States in the last few years, a considerable amount of attention has been given to literacy programs as a way to close the academic gap between English-only (EO) students and English language learners (ELL). Teacher education programs around the country have been dealing with issues of academic inequity for some time. There are no recipes for effective teacher education programs. Classroom inquiry, however, has been identified as a useful approach that assists teacher candidates to develop skills to address student needs. Inquiry encourages teachers to take a closer look at their students and to unveil students' strengths and needs. Through inquiry, teacher candidates reflect on what works and what does not work and to use this information to build a platform on which to promote student learning. Sugishita's (2005) Classroom Inquiry Cycle (CIC) provides teacher candidates with an effective step-by-step inquiry based reflective model. The CIC assists teacher candidates to become reflective practitioners who continually use student work to assess their practice and make necessary changes to effectively meet the needs of their students. In this article, the author presents a study designed to instruct teacher candidates on how to use classroom inquiry in order to examine and pursue questions, issues and concerns about their teaching practices and their students' acquisition of academic literacy. In addition, this study is intended to assist teacher candidates in documenting the impact of their instruction. (Contains 1 figure and 1 table.)