Inquiry-based research is recommended as a method for helping more students understand the nature of science as well as learn the substance of scientific knowledge, yet there is much to learn about how teachers might adapt inquiry for science teaching and what teachers need to know in order to do this. This case study of an exemplary teacher's wisdom of practice presents a portrait of possibility for the effective implementation of inquiry-based teaching in a high school science class. The teacher had an extensive understanding of the discipline of oceanography, including substantive content, how oceanographers carry out research, and how they establish new knowledge claims in the discipline. She used this understanding in conjunction with reflection on her students' learning to transform her traditional teaching into inquiry. This research has implications for preservice science teacher education and professional development for inservice teachers. (Contains 34 references.) (Author/YDS)