This study, part of the Colorado Science Meta-Analysis Project, was designed to assess the effectiveness of teacher education programs on preservice and inservice teachers having as measured outcomes one or more variables associated with inquiry teaching. Inquiry teaching within the context of the study addresses teacher behaviors facilitating student acquisition of concepts, processes, and skills through active involvement with general inquiry strategies. Specific outcome criteria which appeared in the research reviewed for the analysis and judged as falling within the confines of this definition include: knowledge of science processes, inquiry instructional strategy, indirect verbal behavior, accepting interpersonal behaviors, increased wait-time questioning behavior, higher cognitive questioning behavior, and discovery instructional strategy. Sixty-eight studies, involving at least one of these outcomes associated with inquiry strategy, were selected for analysis. Relevant variables (114) were identified and coded according to: study form/design characteristics, teacher/teacher trainee characteristics, student characteristics, treatment characteristics, outcome characteristics, and effect size calculation characteristics. Because descriptive reporting of teacher and/or student characteristics which might affect outcome measures was sporadic and occurred with frequencies too low to support analysis, the analysis was divided into categories focusing on variables associated with: methodological aspects of studies, study treatments, and the variety of teacher education outcomes sought. (JN)