Teaching enquiry methods, that is, skills concerned with constructing knowledge from available information and searching for new information, is the subject of this study, which provides a background to the subject as well as a review of research. The study sought to answer the question of whether problem-solving performances of primary school children could be improved through training. Two training programs were developed and implemented with 216 grade-six children, drawn from six primary schools located in middle-class areas of Melbourne, Australia. Attention is given to the rationale behind the training, the nature of the training, the evaluation techniques, and the experimental design employed. Results showed that those children in the investigation who had the benefit of a teacher who taught the skills and explained what was expected were clearly superior in performance to students whose teacher encouraged them to talk but who primarily acted as discussion controller rather than as an instructor. Tables illustrating the collected data, and references, are included. (DS)