This multiple case study investigated how teachers utilized C3 Framework-aligned instructional materials created with the Inquiry Design Model in unique contexts. Contextual factors related to how teachers enacted and experienced the C3 Framework were explored, in addition to how they planned, implemented, and assessed C3 Framework-aligned instruction. The theories of social constructivism and pedagogical content knowledge were employed to investigate the quintain: teacher enactment of the C3 Framework. Data was analyzed using constant comparative analysis in order to reveal situational issues and patterns within each case before engaging in cross case analysis. Data sources included semi-structured interviews, observations, student artifacts, and teacher artifacts. Findings from this study indicated that teachers' beliefs, life experiences, and pedagogical skills were aligned with inquiry-based pedagogy and that their experiences teaching with the C3 Framework were generally positive and transformative. Teachers' instructional decisions were positively impacted by a school culture that granted autonomy. Also, teachers' instructional decision-making and planning became increasingly collaborative and flexible. Finally, the study found that teachers require explicit training in how to scaffold complex disciplinary texts across the social science disciplines, as well as how to attend to students' epistemic stances when engaging in disciplinary analyses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]