This article provides insights into the experiences of two teachers who were part of a project centred on inquiry approaches to Science, Technology, Engineering and Mathematics (STEM) education. The project required teachers (from a range of different schools) to develop integrated STEM inquiry projects for their students. It brought together primary and secondary teachers and students (Years 7 and 8) to explore different approaches to integrated STEM inquiry. At the time of this project Year 7 was the last year of primary school in South Australia. Each pairing of teachers, across this project, identified their own approach and focus for their inquiry. The two teachers who volunteered to write about their experiences, by sharing four different examples of STEM inquiry, were involved in this project from start (2016) to finish (2018). The four examples provided come from collaborative work between primary and secondary students working in small groups (four to five) across two years of the project (2017 and 2018). In the provided examples, the teachers discuss their planning, enacted teaching, and approaches to assessment. Each teacher was given a series of open questions to guide their writing, which have been brought together as two case studies to provide four examples of integrated STEM inquiry.