While evidence suggests PBL teachers' roles support higher student learning outcomes, there was a general lack of data that explores how PBL teachers describe their roles in teaching (Kaplan & Garner, 2017; Leng et al., 2018). The purpose of this qualitative descriptive study was to explore how high school teachers, who used project-based learning (PBL), described their role as it related to asking students questions and stimulating students to question, in the western United States. The conceptual framework was comprised of Arman's (2018) Student-Centered Approach Theory and Dobber's et al.'s (2017) Direction of Inquiry Process Continuum Model. Two research questions drove the study, the first focused on the teacher's role of asking students questions, the second focused on the role of stimulating students to question. 10 PBL teachers were sampled, the majority which came from professional settings into teaching. The findings detailed teacher actions and roles, illuminating PBL pedagogy. Teachers guided practices by "building" or "fostering" centering on three areas: relevant learning, empowered students, and safe place. Building suggested the role of establishing structure, fostering suggested the role of encouraging or maintaining student interest. Participant's voice "Success happens when that light bulb goes off…they just want to push me away….I get it…go away old man, I don't need to talk to you anymore" (P6). PBL pedagogy involves purposeful tasks for both building and fostering releasing students to surpass the teacher. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]