In this essay, the authors describe the benefits and theoretical connections of the Junior Model United Nations (JMUN) program in middle school classrooms. The lens used to view the JMUN program is informed by literature on the needs of young adolescents, inquiry learning, and global citizenship. Findings based on this literature illuminate nuances in the interaction between inquiry learning through the College, Career, and Civic Life (C3) Framework for Social Studies Standards and active learning participation. Implications for middle school students, in-service teachers, and teacher candidates are discussed.