Student outcomes of inquiry-based teaching and learning were explored through student-report. Participants were six teachers and their 181 students in grades 9 through 12. Classes were categorized by level of inquiry (least, middle, and most). A student-administered questionnaire assessed the extent to which the three groups experienced 23 potential inquiry outcomes in their classes. Principal components analysis was used to reduce the outcomes into four components, which were analyzed with a multivariate analysis of variance. Level of inquiry was significantly related to the inquiry outcomes examined. On Component 1--Learning Competencies, the most inquiry group scored significantly higher than the other two groups, this included outcomes such as content knowledge and learning process skills. Component 2, Personal Motivation, mapped onto outcomes relating to motivation, enjoyment, and creativity--students in the most-inquiry group scored significantly higher than those in the middle-inquiry group on this. Component 3, Student Role, addressed outcomes such as autonomy and sense of responsibility in the learner's role--on this component, students in the most-inquiry group scored significantly higher than the other groups. Component 4 was comprised of outcomes relating to a traditional Teacher Role (e.g. emphasizing memorization of facts) and, as anticipated, students in the least-inquiry group rated these items significantly higher than those in the other groups. Students' responses regarding cognitive, social, and emotional benefits of inquiry oriented classes affirmed that, consistent with social-constructivist theory, unique outcomes are achieved through inquiry more frequently and more effectively than through other, more traditional, forms of instruction.