This paper focuses on the profile of “Hannah,” who was having a successful first year of teaching until February when her principal shifted gears. At this point administration expected, as Hannah quoted her principal, “to walk into your classroom, at any point of the day, and see you in front of the classroom and the kids sitting at desks answering bubble-in questions and not talking to each other.” Hannah teaches first grade. Rather than being discouraged by this, Hannah turned to her knowledge of practitioner inquiry to systematically study and stand behind the professional decisions she knew she needed to make to provide her students with meaningful learning experiences. This paper used phenomenological interviewing to solicit the story of Hannah’s journey, and using Hannah’s own words crafted from transcribed interviews, discusses the importance of incorporating practitioner inquiry in preservice teacher education programs for the purposes of developing inquiry stance.