Researchers have proposed integration as an approach to effectively teach social studies in primary grades. Many teachers integrate by teaching social studies content and skills during time allocated for other subjects, such as literacy, science, or math. Integration clearly uses time efficiently to allow for more social studies content. However, if teachers are not comfortable with the content, integration does not ensure that students learn the material adequately. Despite its effectiveness, preservice teachers report not seeing very much effective integration occurring during their field placements, due to the reasons mentioned earlier, particularly a lack of time allocated for and a lack of expertise with social studies. If preservice teachers are not typically seeing high-quality social studies instruction in their placements, is there a way to provide structure for project-based, integrated lessons they could use in the future? This article describes a process for developing inquiry projects, based on the Inquiry Design Model (IDM), for students in grades K-2. In this article, Matthew C. McParker provides examples from preservice teachers that show that the process can lead to high-quality social studies teaching in primary grades.