Encouraging students to share their ideas, design mechanisms for testing ideas, and make conclusions about the validity of their ideas on the basis of evidence collected can enhance teaching about friction. The authors focus on teaching science content and science processes in a holistic manner so that students develop enduring understandings of science content, science process, and the nature of science. The authors present details that put forward a vision of enacted inquiry and provide a possible model for enacting other inquiry investigations. (Contains 3 figures.)