Implementing true inquiry teaching is challenging. Many teachers confuse hands-on activities with inquiry and fail to provide opportunities for students to think critically and analytically. As with any teaching, teachers must guide, focus, challenge, and encourage students to continue questioning and exploring. The level of inquiry that a teacher chooses to implement depends upon the goals of the particular lesson. Both highly structured and more open-ended inquiries have their place in science classrooms. In this article, the authors present a project that three university professors used with preservice teachers in a middle-level teacher education program. The goal was to incorporate inquiry teaching and literature-based instruction within the disciplines of science, language arts, and social studies, which is the method of interdisciplinary instruction supported by the National Middle School Association.