This quasi-experimental study investigates how the classroom learning environment changed after inquiry-based activities were introduced and student questioning was encouraged. Three science teachers and three classes of fifth graders (n = 92) participated in this study. The analysis of covariance reveals that although the experimental group students perceived that their teacher's support was significantly lower than that for the comparison group did (p less than 0.05), they were significantly more involved in learning (p less than 0.05) than their counterparts. Classroom observations of student questioning and inquiry activities revealed that those students with high quality levels in asking or responding to questions outperformed their counterparts in the inquiry ability of designing experimental procedures. (Contains 4 tables.)