Social studies teachers often have a love-hate relationship with inquiry. The possibilities of a dynamic and engaging approach to learning labor against time constraints imposed by a content-heavy curriculum. In that scenario, how can professional development (PD) on inquiry inform educators and encourage skeptical teachers to implement this practice? How can those responsible for teacher learning opportunities plan meaningful, inquiry-based PD? In this article, Patricia Krizan shares her approach to professional development on inquiry design. She begins by honoring the "why" of both social studies and inquiry and recognizing participants' prior knowledge. Next, she collectively establishes a common understanding of inquiry based on standards and pedagogical experts. Convening in grade-level teams, she asks teachers to examine and deconstruct models of inquiry practice and to collaboratively plan and pilot an inquiry-based learning experience for their students. These professional learning opportunities occurred over time, providing opportunities for feedback, analysis of student work, and revisions based upon student outcomes.