This case study explores an urban secondary literacy teacher's involvement in communities of inquiry over time. I draw on data from a multiyear study that documented the intellectual work of a community of teacher candidates I worked with as an instructor in a literacy methods course and cofounder of an inquiry community they participated in during their first two years in the classroom. Using document analysis and interviews with the focal teacher, Laura, conducted five years after the initial study, I explore how participation in critical inquiry-based teacher education and teacher research communities in her early years in the classroom led Laura to initiate change-oriented collaborations in her ongoing professional practice. I conclude with a discussion of how inquiry can support preservice and inservice teachers--particularly those working in embattled and underfunded urban schools in a time of heightened accountability--to develop activist orientations toward educational policy, critical solidarity with peers, and relational approaches to educating diverse students.