While inquiry teaching has been a popular term in the social studies literature over the last decade, the empirical research appears to have paid little attention to specific inquiry models. All published papers and dissertations purporting to measure inquiry teaching for the five year period, January, 1967 through November, 1972 are reviewed and analyzed in this paper. The major section of the paper presents details of the 28 studies reviewed. The analysis is based on results of experiments on inquiry teaching classified with respect to significance of results over other teaching methods, to inquiry situations and forms of evaluation, to criteria for selection of groups and group instructors, to sample size and period of time of experiments, and to experimental design and significance of results. While it is shown that the inquiry teaching method appears to be superior in terms of recall, transfer and retention of data and in terms of developing specific skills in questioning and concept building, these results are described as tentative due to research deficiencies and lack of specificity about the nature of inquiry teaching as perceived and measured. (Author/KSM)