Research findings suggest that student-centered inquiry learning shows promise for lower-achieving students and that students who are struggling in school participate more fully and demonstrate competency to themselves and others. In this research, we present a multiple case study of three middle-level students who were struggling in school, both at participating in class and performing the work. Results show how they responded positively to student-centered inquiry learning. Evidence suggests inquiry learning improved these students' dispositions to learning. This pedagogical strategy allowed these students to build a relationship with and trust in their teacher, discover a purpose for school content, and transform their teacher's perspective of them as learners. The importance of the present study is that inquiry learning served as a positive intervention for these students, enabling them to grow in academic performance and attitude towards school. The results of this study can be used by educators looking for alternative ways to reach students and improve their overall performance.