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This research project explores the shared learning that took place over one year among non-native English graduate students engaged in a voluntary teacher inquiry group formed to encourage the professional development of EFL (English as a Foreign Language) teachers. The study aims to illuminate the most salient issues involved in transferring teaching theories and practices originating in Western cultures to the Asian contexts to which these EFL teachers will return for their professional careers. It also examines how the group interaction patterns fostered professional development. From the findings there emerged a model of group inquiry that could be used to plan professional development programs for all teachers.