Matthew Ronfeldt’s dissertation as a doctoral candidate in Curriculum and Teacher Education at Stanford University is a crossprofessional study of how professional education supports novice teachers and clinical psychologists in adapting to their new professional roles. He wrote this chapter while teaching eighth-grade math and science at a school in the San Francisco Bay area, where he developed and coordinated a teacher research group within the school. He received his MA in education from Mills College, where he also participated as a teacher researcher for three years. Matt used videotapes of class discussions, interviews, student work, and his own reflections to study, over the course of the school year, the developing ideas of his students as they explored the ethical issues facing those who conduct scientific experiments. As his students debated whether and when it is acceptable to do experiments on animals or humans, they stated their opinions, they challenged each other, and they changed their minds. Matt provided opportunities for scientific discussion and debate, nurtured a classroom climate where students shared responsibility for learning, and modeled inquiry in his own practice as he encouraged his students to ask their own questions.