The purpose of this investigation was to identify and describe what might be considered as a high level inquiry type science teacher. The instruments used included: (1) Science Teaching Checklist, (2) Tennessee Self-Concept Scale, (3) Rokeach Form E Dogmatism Scale, (4) Torrance Figural Test of Creativity, and (5) Science Teaching Assessment Test. Eighty experienced teachers, 31 science methods students, and 2,059 junior high and high school science students of these teachers were involved in the study. Teachers were ranked according to scores on the Science Teaching Checklist. Those scoring in the upper quartile were designated high level inquiry teachers. No statistical differences were found between groups for self-concept, dogmatism, and creativity. A difference was found for science teaching philosophy. A t-test for related samples was used to compare pretest and posttest means of science methods students on the same criterion measures used for the high and low level inquiry science teachers. After the course, the science methods students changed significantly in self-concept and toward the teaching philosophy of the high level inquiry experienced teachers. (Author/EB)