This issue of set begins by taking a well-grounded, practice-informed look at conditions that support teachers to be learners when they inquire into their practice. Learning on the job can be demanding, but ultimately very satisfying for teachers if it leads to positive changes for their students. The importance of strong leadership is emphasised, with a focus on “walking the talk” by being an active inquirer yourself—reading teachers, for example, benefit by being active readers themselves. A focus of this issue is integrated learning and student inquiry. Beyond these areas, other articles explore various important aspects of students’ learning in addition to the more usual cognitive focus. These include: values identified in the New Zealand Curriculum; what “respect” might look like in a senior secondary mathematics classroom environment; and how one small group of teachers’ thinking about “Pasifika values” actually contributed to their students being under-served, rather than contributing to keeping them engaged and achieving as intended.