To address the lack of connection between theory and practice, a number of recent reforms in teacher education have included inquiry-based programs and/or new types of education courses, which encourage student teachers to be reflective problem solvers and change agents. Based on a pilot course for student teachers, the authors, also aspiring teacher educators, studied the process of implementing an inquiry approach toward teaching and learning to teach while simultaneously responding to the issues and needs of the student teachers. Results of their study indicated that inquiry-as-a-stance for both beginning teachers and teacher educators provides a more ecological approach to teacher education. (Contains 1 figure and 1 note.)