The emphasis in both the National Science Education Standards (NSES) and "Science for All Americans" is on "science as inquiry" and inquiry-based science instruction as a way to accomplish the goals of science literacy. The NSES considers science as inquiry as a part of the content of science and include science as inquiry standards within the science content standards. This underscores the importance of inquiry in both science and school science instruction. In this article, the authors present how to engage students in scientific inquiry, establish the connection between science and real life, cover all the content that will be on the tests within a limited time span, and be responsive to their individual learning needs and styles. Thus, they provide an approach to science instruction known as Science-Technology-Society. The National Science Teachers Association (NSTA) (1990-91) developed an operational definition for STS as the "teaching and learning of science and technology in the context of human experience". Thus, the author states that learning through the STS approach involves much more than merely gaining knowledge of the so-called content of science. It involves student creativity in developing and testing ideas; sharing results so they can be evaluated by peers, teachers, and outside experts; and developing action plans to put the learned content to use in real-life situations. (Contains 1 figure.)