This study attempted to explore 15 Korean elementary pre-service teachers’ views ofinquiry teaching. During a science teaching methods course, pre-serviceteachers implemented a peer teaching lesson, had a group discussion to reflecton five teacher educators’ comments on their first peer teaching practice, andrevised and re-taught the lesson as a second peer teaching practice. Theresults indicate that pre-service teachers changed their views of inquiryteaching from following the process of inquiry or a completely unstructureddiscovery approach to facilitating students’ inquiry learning withinstructional guidance. The importance of reflective group discussion andre-teaching a lesson is discussed.