This study examined intermediate and middle school level classrooms to describe the relationship between teacher and student understandings of inquiry-oriented instruction. Student understanding of the nature of science within the context of this instruction was also examined. Twenty-seven students from grades 4-6 were interviewed to evaluate their knowledge in a topic selected by the teacher, their understanding of the nature of science, and their perceptions of specific teaching practices. Results indicate a consistency between teacher perceptions and student perceptions of inquiry-oriented instruction. Students valued teacher explanations, questioning, and solicitation of student ideas. The uncertain state of knowledge that arose from lengthy exchanges leading to inconclusive results was generally acceptable to students and was consistent with teacher intentions to solicit student ideas and to generate discussion among students about science concepts. Students differed with respect to how often they questioned the relevance of instruction but all agreed that questions of relevance would be greeted with respect and, in some cases, even encouraged by their teacher. It was concluded that student understanding of the nature of science led to a meaningful interpretation of classroom experience of inquiry-oriented instruction. Implications for science teaching are discussed. (JRH)