An area of debate amongst researchers, the Teaching as Inquiry (TAI) model has significant political and economic ramifications for the teaching profession within Aotearoa New Zealand. The Code of Professional Responsibility and Standards for the Teaching Profession, implemented by The Education Council of Aotearoa New Zealand in 2017, closes the door on any ambiguity around the need for teachers to be inquiring practitioners. This presentation will explore how inquiring practitioners engage in a complex discourse of TAI, as promoted within the New Zealand Curriculum documents, and immerse themselves in a process that refines and extends their professional expertise. Using a phenomenological approach the author will share their lived experience of implementing the TAI model in practice within a primary school setting, and employ a methodology of a historical narrative analysis. This presentation will outline the Ministry of Education’s current TAI model, explore an interpretation of this model based on the author’s experiences, and discuss why the oversimplification of this model fails to realise the complex nature of what is required of the inquiring practitioner as demanded by the Standards for the Teaching Profession.