This study examined whether the inquiry-based problem solving model supports sustained exploration of a multimedia database. This model contains five steps: (1) analyze the discrepant event from which a problem question is generated; (2) generate questions; (3) gather data; (4) analyze information; and (5) evaluate self. A group of 24 seventh graders were given a discrepant event about the Spaniards and the Aztecs and used a hypermedia database with the domain of Mesoamerican civilization. The desire to know appeared to be ignited by the discrepant event. Most students were engaged, motivated, displayed curiosity, and had fun. However, there might have been other contributing factors to student responses. As a result, it is not possible to conclude that the discrepant event inquiry approach provided motivation for sustained learning activities; however, it did appear to be at least one factor that led to a meaningful learning experience. (Contains 24 references.) (JLB)