Abstract: Existing research suggests that practitioner inquiry(PI) can positively influence teachers’ professional learning. Within the context of Health and Physical Education(HEP), however, we know little about the influence of PI on HPE teachers and their students, and HPE colleagues. Aim: This study responds to the research question: in what ways do HPE teachers believe that PI influences their teaching practices, their students and their HPE colleagues? Context and participants: This study presents a case study of a year-long, government-funded teacher professional learning programme called Teaching Excellence Program (TEP) offered by the Victorian Academy of Teaching and Leadership. The TEP is intended to advance teacher professional knowledge in a range of ways, including through individual and collaborative PIs. This paper examines the outcomes that ensued from the teachers’ individual and collaborative PIs. The study involved seven Australian HPE teachers with varying levels of experience (6–30 years). We employed an exploratory, multi-method case study approach, and data consisted of interview transcript, participant-designed cartoons, and artefacts (e.g. framing a problem of practice and action planning documentation). Findings: Within the broader context of the TEP, PI was identified as particularly engaging for the participating HPE teachers. The HPE teachers believed that engaging in PI: (a) enhanced their own teaching practices; (b) therefore improved students’ engagement; and in some cases (c) influenced HPE colleagues’ teaching practice. Implications: This study underscores the potential influence that PI can have on HPE teachers when scaffolded and sustained support is available and accessed.