The purpose of this study was to identify the teaching models contained in teacher's editions of selected junior high school inquiry science materials. The methodology employed a systematic content analysis of the teacher's editions using an instrument of the investigator's design. The sample consisted of the commercially published teacher's editions from the following curricula: (1)Earth Science Curriculum Project (ESCP); (2) Interaction of Man and the Biosphere (IMB); (3) Interaction of Matter and Energy (IME); (4) Intermediate Science Curriculum Study (ISCS); and (5) Introductory Physical Science (IPS). As a result of the analysis, the editions were divided into three groups identified as: the Lecture/Discussion Model, the Inquiry Discussion Model, and the Process Management Model. The latter two seem appropriate to the accomplishment of inquiry objectives, while the first shows serious limitations. (Author/RH)