This study explores the development of academic language and discourse by third grade English language learners (ELLs) in the context of inquiry-based lessons taught in Spanish with a focus on student development of questioning skills during content-based instruction (Wadham, 2013). The qualitative, narrative study is guided by the following research question: "How do 3rd grade student researchers (experts) ask and answer questions when working with peers and kindergartners (novices) in cross age groups?" Data included transcripts from four inquiry-based lessons, which were analyzed holistically and analytically to tell the story of the participants' demonstration of academic language and discourse skills over the course of the study. Findings indicate the need for making connections across content areas that link academic language and discourse.