In order for teachers to implement inquiry-based teaching practices, they must have experienced inquiry-based learning especially during science content and methods courses. Although the impacts of inquiry-based instruction on various cognitive and affective domains have been studied and documented little attention has been paid to "how" PSTs experience inquiry in these classrooms. The aim of this action research project was to explore our instructional strategies and elementary PSTs' learning experiences as we developed and implemented an inquiry-based lesson in a science content course for elementary education students. Video observation data, instructor reflections, and student reflections were analyzed to shed light on students' conceptual understanding of the physical science concept, their learning experiences including team interactions, motivation and interest, and concerns and frustrations, as well as the role of the instructor in the revised lesson.