Teaching science as inquiry has been at the forefront of many educational reforms related to teaching science in K-12 settings. However, educators' understandings of the term and practices related to science as inquiry vary. This study examined a group of middle school science teachers' perspectives and practices related to teaching science as inquiry. A survey and interviews were used to collect data on the teachers' perspectives about teaching science as inquiry, whereas classroom observations and lesson debriefings were used to examine more in-depth one of the teacher's classroom practices as she attempted to teach science as inquiry. Duschl and Grandy's (2008) framework was used to analyze the data and determine the extent to which the teachers' practices included opportunities for their students to engage in: (a) scientific reasoning, (b) experimentation, (c) theory development, and (d) model building. Results indicated a strong level of agreement among the teachers with survey items related to teaching science as inquiry. However, data from classroom observations showed that although students experienced some aspects within the scientific inquiry domains proposed by Duschl and Grandy (2008), their engagement in each one of them lacked the complexity and depth needed for the development of new knowledge.