This research aims to study a science teacher’s experience in developing physics experiments through narrative inquiry. The participant is a Korean secondary school science teacher who was in graduate school as a student studying gifted education. The data was collected over approximately 9 months. Collected data include observation of the participant’s module participation, in-depth and periodic interviews, and the participant’s assignments. The research outcomes are as follows. Firstly, the atmosphere of the modules was permissive and harmonious. As one of the student-teachers, she could ask and discuss freely. Secondly, she could develop physics experiments from her ‘own curiosity’. This might influence her position to change from rather passive to active. Thirdly, she could be able to achieve scientific inquiry as a student and a teacher. Fourthly, through hands-on activities, by applying researcher’, student’s, and teacher’s point of view, her profession as a science teacher has been strengthened. Lastly, Teacher A’s experience appeared meaningful in terms of enhancing teacher efficacy. The experience of developing the physics experiment became a turning point for her from a mere information conveyor to a dynamic collaborator.