This research explores the various ways in which performative inquiry was implemented in a graduate organizational theories course within an educational leadership cohort at a mediumsized urban Canadian research university. Drawing on Fink’s framework for significant learning experiences, the researchers used performative inquiry to enact the “Practice” and “Reflection” domains of his pedagogical model. The data show that as the course unfolded, the class experienced a shift from instructor-centered transmission of information to a curriculum coconstructed by students and instructors. We conclude with ways in which educational leadership
professors can incorporate performative inquiry as a teaching strategy to enhance the learning process for aspiring educational leaders.