In this paper we present data from one-on-one interviews conducted with students who have taken intermediate and advanced inquiry-based mathematics courses in a program that prepares future preK-8 teachers. Many of these students entered college with a fear of math, but then gained confidence from a required introductory math course and chose to pursue a major in Mathematics for Teaching. These interviews help explain their choice to pursue this major and their general experiences in IBL math classes. These insights were used to improve our program and may also help other mathematics instructors and programs that hope to implement an inquiry-based approach in their departments.