The purpose of this study was to examine the effects of phenomena-based inquiry on students' engagement levels in my science classroom. This action research study took place in the fall of 2021 with six student participants. Participants were enrolled in an 8th grade honors science course in a middle school in South Carolina. The research was predominantly qualitative and data was collected from participant pre- and post-study surveys and interviews, anticipation guides, exit tickets, online discussion forums, and teacher field notes. The data revealed that phenomena-based inquiry encouraged students to participate and engage in their own learning, as indicated by post interview questions, improved post-study survey scores, and teacher observations. By sparking students' curiosity, making content relevant to their own lives, and heightening their confidence, phenomena-based inquiry increased engagement in my classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]