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This study presents present initial outcomes of a longitudinal study of a teacher professional development program, established in 2020 at a large Normal University in China. Each year, a summer institute is held to engage a learning community of teachers in discussions of pedagogy and practice, design of a new inquiry curriculum, or redesign of existing inquiry lessons. Topics in the summer institute relate to 21st century competencies and multidisciplinary inquiry projects. At the end of the summer institute, teachers return to their schools where they adopt their lesson designs and reflect on what is working and what is not. In the subsequent year, they revise the curriculum design, which is then enacted in the following school year.