The purpose of this study was to ascertain middle school student and science teacher perceptions of the science inquiry experiences fostered in their science classrooms and to develop a science inquiry profile based on survey information from students and teachers. Nine hundred seventeen middle school (grades 6-8) science students and their thirteen science teachers responded to surveys used to characterize science inquiry learning opportunities in the middle school science classes. Survey information was used to profile perceived inquiry experiences and serve as a benchmark for the initiation of longitudinal data collection by the study district. The survey results indicated that while both students and teachers have experiences in elements of science as inquiry, students viewed the lesson and activity as a teacher choice. Also, there was limited use of very basic science equipment. The findings suggest that survey information from both students and teachers should be utilized to inform instruction, assessment, and curriculum design. Contains 17 references. (DDR)