This study examined technological literacy patterns and the process of inquiry in a student-centered summer program designed around inquiry and Internet utilization. Five case studies consisted of various configurations of fifth grade students from a variety of educational backgrounds. A qualitative approach to research was implemented using grounded theory and the constant comparative method of data analysis. Data in the form of observational field notes, transcripts of video, and audio tapes resulting from each summer session revealed interesting findings regarding emergent technological literacy, "computer talk," work patterns, and the inquiry process. Pronounced differences between male and female participants showed variation and specific preferences to project design, inquiry, Internet utilization, and group configurations. Results of the study are offered to classroom teachers as implications for instructional practices in computer-enhanced classrooms. (Author)