Principals and their teaching teams co-lead in their sites of knowledge have been documented in collaborative inquiry. The context and unique opportunities at a congregated site requires us to come to terms with the evolving definitions of equity. We worked collaboratively to negotiate the guidelines of an alternative curriculum for students with intellectual disabilities. The documentation (feed-back, schedules, sample inquiry questions and observations) of the journey of collaborative inquiry seeks to improve the way we prepare learning opportunities. This allows us to better understand practitioner research and collaborative inquiry in the context of supporting students with developmental disabilities.