The research goal of this study was to determine whether teachers who participated in an inquiry-based course were able to internalize a dynamic open inquiry process. This study focused on 25 science teachers who participated in an annual inquiry-based academic course. Several teaching tools helped teachers employ an open inquiry process. We concluded that the teaching tools applied by teachers in documenting their inquiry processes enabled them to express dynamic inquiry characteristics. The results indicate consistency between the criteria most frequent in teachers' inquiries and the criteria running through their reflections. In addition, teachers implemented the dynamic inquiry criteria in their classroom teaching.