Welcome to the inaugural issue of the Journal of Initial Teacher Inquiry. This special issue has a focus on contemporary teaching and learning issues. This journal celebrates inquiry based research as conducted by Initial Teacher Education (ITE) students completing the intensive, one year Master of Teaching and Learning (MTchgLn) course at the University of Canterbury, Christchurch, New Zealand. The MTchgLn is a new initial teacher education qualification with a particular focus on inclusive and culturally responsive teaching and learning in support of Māori and diverse learners, including Pasifika youth, students for whom English is a second language, those from low-socioeconomic backgrounds and those who experience special learning needs (i.e. Ministry of Education defined ‘priority’).