"Reggio Emilia" is a remarkable, interdisciplinary inquiry-based approach typically found in preschools. What happens when elementary teachers confined by curricular mandates embrace key features of this learner-centered philosophy? This article provides compelling evidence that when multiple literacies are harnessed in support of inquiry, the benefits are noteworthy for children and teachers alike. In this article, the authors discuss inquiry stories, which include: (1) kindergartener's mushroom inquiry; (2) preschooler's investigate seeds; and (3) first graders' pond investigation. The authors discuss multiple paths to learning, as well as documenting connections to mandated curriculum. (Contains 4 figures.)