This review covers research literature concerning the inquiry method reported by "Social Education" from 1960 to 1968. Studies were selected which dealt with either the learning outcomes or adaptability aspects of inquiry. It is cautiously concluded that under certain conditions inquiry is at least as effective as more traditional methods and, in particular circumstances, more efficacious in both cognitive and affective development. As to the adaptability of inquiry to curricula, teachers, students, strategies and materials, the results reported are quite mixed. The author's overall conclusion is that research related to the method of inquiry is neither conclusive nor totally convincing enough to warrant global adoption, and that better organized, wider range research strategies, which include more descriptive and less experimental models, will be necessary to enable rational curriculum decisions and subsequent modifications. A 60-item bibliography is appended. [Not available in hard copy due to marginal legibility of original document.] (JLB)