This chapter examines Exploratory Practice (EP), a form of inclusive practitioner research. While EP has been widely valued for its capacity to promote understanding among practitioners in language classrooms, it has also been criticized for its lack of clear implementation guidelines. EP has intentionally moved away from fixed procedures, prioritizing its underlying philosophy over prescriptive methods. Nevertheless, there is a critical lack of research investigating how this philosophy is enacted in classrooms, which has hindered the broader dissemination of EP. Drawing on my years of experience practicing EP in Japan, this chapter describes how my approach was initiated, revised, and evolved through interactions with students, highlighting the key lessons learned during this process. A crucial starting point is the creation of a safe and comfortable environment in which curiosity-driven puzzles can be generated and shared by class participants to initiate dialogue. This process encourages the participants to break out of entrenched routines, foster mutual understanding, and enhance their use of the target language. The chapter concludes by calling for the establishment of a new platform where practitioners can share case studies, cross-reference one another’s work, and engage in collaborative dialogue to further develop EP practices across diverse global contexts.