This is the first report on the evaluation of the Inquiry Based Science and Technology Education Program (IN-STEP), an innovative and ambitious science education initiative for lower secondary schools being undertaken by a public-private partnership in Thailand funded by MSD-Thailand, an affiliate of Merck & Co. IN-STEP is a public-private partnership among Kenan Institute Asia, the Ministry of Education, the Institute for the Promotion of Teaching Science & Technology, the Merck Institute for Science Education, and the Consortium for Policy Research in Education (CPRE) at Teachers College. The program, now in its second year, trains educators to use guided investigations in the teaching of key concepts in the biological, physical, and earth sciences in grades 7, 8, and 9. The initiative also includes activities such as annual science days and science camps to spark student and community interest in science. CPRE-TC leads the design and evaluation of IN-STEP, is providing training for Thai evaluators, and is assisting with training for mentors and school principals. CPRE's work in Thailand is directed by Senior Researcher Tom Corcoran. This report has three aims: first, to share the IN-STEP model with a broad audience of science educators and policymakers; second, to provide baseline information on the teachers and schools involved in the project; third, to provide the IN-STEP team with useful feedback from the first year of implementation. Among the many findings were that enthusiasm for the instructional reforms and for the IN-STEP approach to reform remains high among the partners, including provincial and IPST officials, principals, and teachers. People feel the strategy is thoughtful and likely to work. The teachers who have attended have for the most part attended willingly and with enthusiasm. Teachers attending the workshops report that most of their colleagues who have not yet attended feel positive about IN-STEP. Appended are: (1) Context for Reform of Science Education in Thailand; (2) IN-STEP Curriculum Modules; and (3) Map of Phang-nga Participating Schools. (Contains 46 tables and 1 figure.)