Valdosta State University (VSU), fulfills the academic needs of the South Georgia area. Student performance on the state mandated science assessment was well below achievement levels compared to other subject areas. VSU must reach out to science teachers in the area to improve teaching skills if their students are to become productive, contributing members of local communities. It was with these needs in mind that the inquiry learning and technology utilization project for middle grades and high school teachers was developed. The educational significance of this study was to advance the existing body of knowledge and improve science classroom instruction by assisting middle and high school teachers to become knowledgeable and proficient with inquiry-based teaching consistent with both state and national educational reform efforts, and to obtain necessary experience and skills to incorporate instructional technologies into the inquiry-based teaching format. Due to the one-year length of the project, teachers were supported through concerns identified with three distinct stages of change implementation: preparation, acceptance, and commitment, allowing discipline-wide adoption and considerable change in practice to be achieved. Participants of the research project included 50 public school teachers from four countries in South Georgia, certified to teach either middle grades or high school science. A Florida group included 20 teachers certified to teach grades 4-12. Student pre- and posttest data indicated adequate to high levels of science achievement. More importantly, teachers noted, via reflective writings, an increase in student enthusiasm. Teacher response was overwhelmingly positive. Worthwhile educational change requires new knowledge, attitudes and behaviors. The inquiry-technology integration project seemed to effectively supply these key requirements to science educators in South Georgia. (Contains 18 references.) (AEF)