Current visions for the education of young people propose learning in meaningful contexts, relevant for citizens of a modern society. Inquiry-based teaching is one such approach in science education, but its potential can best be realised through constructive collaboration between teachers and across subjects. This chapter presents a case of school-based development resulting in a major cross-curricular technology project. It shows how inquiry can form part of a creative process where students design and build technological products of high quality and how this reflects authentic inquiry in science. The teaching project is run by teachers at a lower secondary school in Norway, where students in Grade 9 (age 14-15) spend 2 entire weeks combining a range of subjects in designing and building individual car models. Project authenticity is achieved by allowing for students' creativity, setting high expectations for product quality and providing enough time for students to participate in creative inquiry processes. Based on this case, it is argued that inquiry-based teaching calls for autonomy for schools and teachers just as meaningful inquiry learning requires a certain level of autonomy for learners. The success of the project is discussed in terms of how it represents an exception to normal curriculum structure, adopts alternative standards and reallocates resources in order to achieve goals set by the school. These goals transcend the narrower goals of the formal curriculum for school subjects and contribute to combating current trends of increased rigidity and narrow focus on testable knowledge in schools. [For the complete volume, "Professional Development for Inquiry-Based Science Teaching and Learning. Contributions from Science Education Research. Volume 5," see ED613991.]