This study focuses on teacher inquiry (including action research and inquiry groups) in a professional development schools context. Surveys, consisting of both qualitative and quantitative questions were distributed to 147 respondents including teachers in professional development schools (PDS) (n=54), teachers in non-PDS sites (n= 56) and preservice teacher candidates (n=37). The purpose of this survey was to examine the role of teacher inquiry in professional development schools and to compare the experiences of PDS teachers, teacher candidates and non-PDS teachers. To further examine the results of this survey in-depth interviews were conducted with teachers who had experienced teacher inquiry in both PDS sites and non-PDS sites.