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This study is part of a larger project exploring how beginning teachers learn to teach mathematics via reasoning and proving. The study followed two beginning secondary mathematics teachers for two years. First, as students in a capstone course in which they learned to integrate reasoning and proving into teaching mathematics, and then as full-time interns in secondary schools. The culminating part of the internship was an action research / inquiry project devoted to reasoning and proving. This exploratory multi-case study examined how conducting such an inquiry project affected interns’ discourses and practices for teaching mathematics via reasoning and proving. The results show that both beginning teachers successfully recontextualized what they learned in the capstone course in their inquiry projects. Yet, there were substantial differences between the two interns, which affected their conclusions about continuing integrating reasoning and proving in their classrooms.