Findings from the National College Student Survey provide insights that help identify issues and make improvements in teaching and learning. Using these findings as a foundation and coupled with student feedback on teaching and learning, this study explores the relationships between faculty and students, as well as peer student interactions, and the nature of approaches in learning, inquiring, and teaching processes. Centred around inquiring, connecting teaching and research activities can motivate students to participate in “inquiring-learning” processes; adequately applying student development theories can improve instructional effectiveness for faculty through an “inquiring-teaching” practice. Incorporating “learning-inquiring-teaching” into the overall educational processes benefits the creation of a multidimensional system that can lead to a measurable improvement of learning quality, greater faculty-student interaction, and a more equitable educational system.