This article examines a method for working with undergraduate teacher candidates as co-researchers to foster their development as teachers who nurture an inquiry stance toward their practice and who reflect on their pedagogy in systematic and intentional ways. These undergraduates put on "teacher research goggles," as one referred to the experience, for the first time, to see what it might be like to practice teacher research and inquiry through deliberate and methodical data collection and analysis. The project resulted in layers of configured inquiry that helped the co-researchers gain perspective and insight regarding teacher research and inquiry. (Contains 4 notes.)