The National Science Education Standards (National Research Council [NRC], 1996) call for a greater emphasis on scientific inquiry in K-12 science classes. The Inquiry Standards recommend that students be engaged with scientific questions in which they collect and interpret data, give priority to evidence to construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. By engaging in scientific inquiry, learners identify their assumptions, use critical and logical thinking, and consider alternative explanations. Many prospective teachers lack both experience with scientific inquiry and knowledge of how to teach science as inquiry; therefore, the renewed emphasis on inquiry has exposed a serious gap in prospective teachers' preparation to support students' science learning. The purpose of this paper is to describe the authors' efforts to address this need by developing an eight-week applied-life science content course for prospective elementary teachers that emphasizes scientific inquiry and supports children's scientific inquiry. This course, "Teaching with Insects," was designed by a team of faculty and graduate students from the Departments of Entomology and Science Education, and is part of an ongoing research agenda focused on supporting prospective teachers' developing understanding of scientific knowledge and practices, as well as the process of learning to teach science. (Contains 2 figure and 1 table.)