In a larger study on teachers' beliefs about science teaching, one component looks at how school environmental context factors influence inquiry-based science instruction. Research shows that three broad categories of school environmental factors (human, sociocultural, design) impact inquiry-based teaching in some way. A mixed-method, sequential, explanatory design uncovers how school environmental context factors impact middle school science teachers' use of inquiry-based science instruction in the county where the study takes place. Ninety-one middle school science teachers participate in the study. Results show that few school environmental context factors impact teachers' ability to teach science using inquiry-based methods. (Contains 10 tables.)