Engaging students in inquiry-based science is a potentially powerful way for students to understand science-as-practice (Lehrer & Schauble, 2006; NRC, 2007). Students who gain a more meaningful understanding of the processes of science will be more prepared citizens as consumers, science enthusiasts, or civic minded participants (Toumey et al., 2010; Wickson et al., 2010). The purpose of this study was to investigate the use of inquiry across the state and all K-12 grade levels. Teachers across North Carolina were surveyed as to factors contributing to their use of inquiry and what supported or constrained their use of inquiry. The research questions were: (1) To what extent do teachers report preparation in inquiry and employing inquiry in their science teaching; (2) Does teachers' use of inquiry vary by student level; and (3) What contextual factors do teachers indicate relate to their inquiry implementation? This research analyzed 977 surveys to determine the extent to which teachers report employing inquiry in their science teaching, how their use of inquiry varies by student level, and what contextual factors relate to teachers' inquiry implementation.