State and national standards have shifted what science learning should be from "plug and chug" formulas, to deep understanding of natural phenomena, competence developing ideas through the inquiry process, and even communicating scientific ideas among their communities (NRC 2007). By inquiring into his own teaching endeavors, the author continues to value the reflection and assessment processes and recognize how they help him strive to cultivate improvements in his own learning toward being a more effective and competent educator. In this article, the author describes how to facilitate the inquiry experience so that teachers can generate wonderful settings for students to develop their own ideas regarding science.