Inquiry-based, student-lead research may be a pinnacle of high school science education, and the implementation of inquiry themes at all grades is of profound importance. At The Beacon High School in New York City, all seniors, regardless of their scientific proclivity or interest, completed original science research projects as a graduation requirement. These projects were undertaken and developed through a one-semester course called Senior Science Seminar. In this article, the author describes the rationale and outline of Beacon's Science Seminar course philosophy, and provides a general guide to the course materials. This article is organized around four conceptual "themes" for supporting student research that were important course anchors. These four themes that can be used to scaffold the successful completion of unique science research by each student are: (1) hypothesis building and fostering experimental design; (2) supporting student research; (3) communicating and organizing a science project; and (4) science project assessment. Here, the author also shares his Science Senior Seminar teaching experiences and recommendations. (Contains 5 figures and 3 tables.)