This article explores the tensions surrounding teaching linguistically diverse students that are illuminated during a teacher inquiry group that has an explicit focus on working with English learners (ELs). The discussion is focused on the tensions teachers encounter when trying to make sense of the complexity of working with large numbers of ELs and the tensions the facilitator encounters in facilitating such a group. These data suggest teacher inquiry can play a role in both surfacing constructive tensions and ultimately supporting teachers in teaching linguistically diverse students.