Inquiry-guided learning (IGL) has widespread appeal in higher education as a suite of teaching strategies that promotes learning through students' increasingly independent investigation of questions, problems, and issues using the methods of inquiry of the disciplines. Framed as especially appropriate for research universities, IGL has been adopted equally by public and private institutions, comprehensive universities, and liberal arts colleges in the United States and abroad. The appeal of IGL is so broad that it provides a unique window into the dynamics of undergraduate reform in higher education: the collective hopes projected onto IGL as a promising mode of learning and the realities of its implementation. This article reviews the eight institutional case studies in this volume and analyzes similarities and differences in their conceptions of IGL, the dynamics of implementation, methods of assessment, and future plans. (Contains 3 tables.)