This study reports on the impact of inquiry on the social studies curriculum in 40 New Jersey public senior high schools as of 1974. The research is a followup study to one conducted in 1964. Responses to a questionnaire, related to curriculum revision, were received from principals, department heads, and teachers of the same schools surveyed a decade earlier. Changes during the 10-year interval, as shown by the study, include (1) an increase in the number of social studies courses, (2) a trend toward elective, micro-courses (rather than full-year courses), (3) a shift toward student involvement on conceptual issues, (4) an increase in the numbers of courses in behavioral sciences and area studies, and (5) a slight increase in the use of inquiry techniques with an accompanying plea for materials and facilities to enrich and further increase these student-centered techniques. In regard to valuable influences on curriculum revision, a strong preference is indicated for educational books by Bruner, Fenton, Glasser, Silverman, and Postman and Weingartner. In addition, the National Association for Secondary School Principals Bulletin, National Council for the Social Studies materials, and social studies texts also rated high. Despite these encouraging trends, need is suggested for increased teacher training in the use of inquiry techniques. (JH)