This article presents the results of an evaluation of local teacher support strategies for implementing inquiry-based science education (IBSE) in French primary schools. The research objective was to determine which aspects of the French model of IBSE are implemented in class, and the efficiency of each teacher support strategy. Data were recovered through class observations. Findings confirm the need for long and continuous forms of teacher support, and expose the advantages and disadvantages of support delivered by pedagogues and support delivered by university science students. Writing in science class, which is a fundamental aspect of the French IBSE programme, is far from being implemented according to advocated practices. (Contains 9 tables and 2 figures.)