The objective of this study was to assess changes in verbalized cognitive inquiry behaviors of teachers and students who participated in the McREL Instruction Staff Development Program in Inquiry. Twenty-four participating secondary teachers were videotaped before and after instruction. Teacher and student verbalized inquiry behaviors were coded with the Revised Inquiry Analysis Instrument. Results indicated that "factual data" decreased from a mean of 61.7 percent to 32.0 percent while "data analysis and interpretation" increased from a mean of 14.1 percent to 39.4 percent. Other behaviors which increased included "affective behaviors", "sensory observations", "problem identification", and "assessment". Student Verbalization increased from 21.1 percent to 81.1 percent. (Author)