Inquiry has been cited as an essential goal of science education for decades. While terminology has evolved over time, the notion that students need to apply various analytic and thought related skills in order to better learn underlying scientific concepts and processes, remains central to science education. This article looks at four major challenges facing teachers as they implement inquiry based teaching--including measuring the quality of inquiry, using discourse to improve inquiry, pursuing the goal of teaching content through inquiry methods, and learning how to effectively manage an inquiry classroom. An analysis of each of these issues, along with implementation strategies, is provided.