This self-study describes the author's transition from teacher to teacher educator. During this transition, the author explored how her beliefs about mathematics teacher education influenced the work of planning and teaching a course for the first time. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as inquiry. The author concludes that long-term goals related to reflection, career-long learning, and professional growth were what the author felt were missing in the courses she had taken as a teacher candidate, observed as a graduate student, and worked in as a teaching assistant. The tension between the short-term goals of teacher candidates and the long-term goals of the faculty was striking.