In the contemporary educational landscape characterised by performativity pressures, schools face increasing scrutiny regarding their students’ mathematical outcomes. Inquiry-based approaches in mathematics education offer promising potential to enhance reasoning and problem-solving capabilities across diverse student populations. However, the transition from teacher-centred methodologies to student-centred, inquiry-based approaches presents significant challenges for educators. This scoping review examines reported professional learning approaches aimed at building teacher capacity in implementing inquiry-based mathematics instruction, with the potential to improve student engagement and interest in the subject. Here, capacity refers to a teacher’s ongoing professional ability to implement and effect change. The review provides insights into various hindrances to implementing inquiry-based learning, including the substantial time investment required, teachers’ confidence levels, and the challenge of shifting deeply ingrained pedagogical beliefs. Conversely, it identifies a range of supports for facilitating this pedagogical shift, with the ultimate goal of improving students’ mathematical outcomes. These supports include school-wide commitments to providing opportunities for teachers to actively collaborate with specialist educators and mentors within their institutions. Findings from this review underscore that the transition to inquiry-based approaches is a gradual process requiring sustained effort and commitment. The foundation for this shift lies in cultivating a school culture that acknowledges and addresses the complex needs of both teachers and leaders in implementing inquiry-based learning. This review contributes to the growing body of literature on professional development in mathematics education, offering valuable insights for educators, administrators, and policymakers seeking to enhance mathematical instruction and student outcomes through inquiry-based approaches.