This paper describes the inaugural success of implementing Inquiry Guided Learning Projects within a college-level human anatomy and physiology course. In this context, scientific inquiry was used as a means of developing skills required for critical thinking among students. The projects were loosely designed using the Information Search Process (Kuhlthau, 1991) as a framework with emphasis placed on three of the six stages: question selection, scientific research, and presentation of results. The projects were quantitatively assessed using self-reported confidence ratings using a 10-point Likert scale. The projects were also qualitatively assessed using student feedback focusing on student suggestions for project improvement. Moving forward, the Inquiry Guided Learning Projects will be integrated as a formal course component, with the next stage of implementation to include a thorough assessment of student learning outcomes.