This article reports on a case of cross-role triads (mentor, intern, and supervisor) in a professional development school (PDS) setting engaged in the process of looking at student work in elementary mathematics over time. The study represents a significant effort to understand what inquiry-oriented behavior looks like in this context. By recognizing and understanding these behaviors, new insights are gained about the development of an inquiry stance. The primary source of data was audio-recorded triad meetings, which were analyzed for observable inquiry-oriented behaviors in practice. It was found that each triad exhibited distinctive patterns of talk about mathematical knowledge, student understandings, and instructional practice. Moreover, each triad's talk also displayed a unique orientation toward inquiry. The findings from this study have implications for developing pre-service university-based training experiences and providing recommendations to school district leaders regarding meaningful professional development for collaborative groups examining student work.