An instrument was developed for observing teaching behaviors related to some of the theoretical components of inquiry teaching. Four scales were designed to measure personalized planning, confrontational emphasis, transitional querying, and manipulative opportunities. Inter-rater reliability was obtained for ten taped samples of secondary social studies classes. Evidence of validity was obtained by correlating the observation ratings with independent measures of divergent and evaluative questioning and with ranking of teachers for inquiry processes. It was determined through the reliability and validity data that the observation scales were promising instruments for use in research related to inquiry teaching processes. (Author/MH)