This action research study developed a framework for moving teachers toward an inquiry-based approach to teaching science, emphasizing elements, strategies, and supports necessary to encourage and sustain teachers' use of inquiry-based science instruction. The study involved a literature review, participant observation, focus group discussions, and anecdotal records from professional development training sessions. Participants were mathematics/science resource teachers who collaborated with teachers and supported them in implementing the inquiry-based curriculum. Researchers developed a compilation of indicators specifying inquiry-based teaching and learning from the literature review and observations. The inventory helped guide teachers toward understanding and utilizing inquiry-based science instruction. It was also a reference/study guide for teachers and staff developers. Data from the observations underscored several important considerations for moving teachers toward inquiry-based teaching. Teachers and leaders must become mentors and facilitators of learning, thus helping students construct their own knowledge and understanding. If educators use this approach in their classrooms and training, they must clearly understand the concept of inquiry-based teaching and learning, develop skills for effective inquiry-based instruction, and teach/model accordingly. A framework developed from the study includes components for encouraging and sustaining teachers' use of inquiry-based teaching (curriculum, instruction, and assessment; professional development; collaboration; professional discourse; networking; lead teacher support; administrative support; and learning community). (Contains 33 references.) (SM)