In this study, one section of undergraduate Precalculus was taught using a modified Moore method, a student centered inquiry-based approach, and two control sections were taught in a traditional lecture format. A survey of attitudes, beliefs, and efficacy toward mathematics and Precalculus was administered at the beginning and end of the semester to each class, and a common final exam was used to compare performance. In general, the class taught with the modified Moore method gave responses indicating lower efficacy concerning grades, performing Precalculus tasks, and preparation for Calculus, but the mean score on the final exam was 10% higher for the students in the modified Moore method class than in the traditional class. (Contains 8 tables.)