Effecting an increase in the use of inquiry-based learning pedagogies in mathematics and science at a large scale across Europe has been promoted within the European education policy space. The primary goal is greater numbers of young people having more positive dispositions towards future careers in science, engineering and technology (Rocard in EUR22845—science education now: a renewed pedagogy for the future of Europe, http://www.eesc.europa.eu/resources/docs/rapportrocardfinal.pdf , 2007). We report on policy research as part of a European funded project that aims to support professional development that might bring about such changes. Our analysis points to policy activity that, to a greater or lesser degree, appears to be ineffective in meeting the desired outcomes in respect of teacher change. We identify why, although there is much policy activity, initiatives struggle to make an impact on teaching practices and learners’ experiences. Overall we point to misalignment in what policy defines in terms of input to learning, what is measured and valued in terms of outcomes, and what is desired in the teaching process. We also point to how policy fails to support development of the individual teacher and the teaching profession as a whole in ways that might effect the desired change.