Educators responsible for creating an introduction to religions course often struggle to design a syllabus that does not reinforce a world religions paradigm (WRP). This article offers an inquiry-driven course model for teaching about religion that guides students through a process for reading, contextualizing, and critiquing WRP-based information about religion. The course model utilizes an inquiry cycle. The article examines the religious studies and pedagogical theories and methods that underpin such a course. Concrete examples are provided for each phase of inquiry that illustrate the practical applications for such a model. Classroom implementation challenges are discussed.