There are indications that Computer Supported Collaborative Learning (CSCL) and accompanying inquiry-based pedagogical practices can enhance student learning. The aim of this study is to experiment CSCL and inquiry-based approach in real classroom situations and to analyze students' approaches in inquiry process in terms of cognitive and motivational engagement. Two elementary school classes participated in the study. One of them was a lower elementary school class (21 students, age 10-11) who participated in CSCL inquiry in natural science and the other was an upper elementary school class (18 students, age 13-14) who participated in CSCL inquiry in literature. The data consists of students' written computer notes, students' interviews, video recordings, and self-reported motivational orientations. The results indicate the possibilities of enhancing students' learning in literature and in natural sciences by CSCL inquiries. However, the results also reveal failings in students' inquiries, for example, the dominance of superficial approach to inquiry. (Contains 26 references.) (Author/AEF)