The purpose of this study is to explore the use of triad journaling as a collaborative tool for enhancing teaching and learning in a professional development school context. This study employed descriptive case study methodology (Merriam, 1998) in an effort to capture the content, complexity, and interactive nature of the participants' journaling. The study investigates two years of data, and the ways two cohorts of full year interns used triad journaling over the course of the school year. Findings indicate that the triad journal served four strategic roles in the professional development school work. The journaling: (1) offered evidence of mentor/supervisor role re-conceptualization, (2) escalated communication between all triad members by providing the opportunity to engage in the dialogue about teaching and learning, (3) acted as a vehicle for nurturing a problem posing culture which is a critical, and often missing feature of ail inquiry oriented professional development school, and (4) created a "professional energy."