This study utilizes action research to examine the design and implementation of inquiry-based teaching in a middle school social studies classroom. As a practitioner, fulfilling the role of teacher and researcher, I sought to better understand my teaching practices. To do so, I collected multiple forms of data that would help me understand successful teaching of content, which would aid students in their ability to create and support claims. Data for this study reflected teacher and student perspectives. As the practitioner, I maintained a journal, which was completed throughout the planning and implementation process, as well as jotted and memoed key materials related to the inquiry. Student work was collected and analyzed, and included all inquiry tasks, as well as exit tickets that asked students open-ended questions about the lesson completed that day. Data were analyzed using open coding. The analysis of students' summative tasks involved an additional coding process that included a priori coding and analysis using the Persuasive Claim Framework (PCF). The analysis of data resulted in three key findings; 1) Designing an inquiry is a complex process, 2) Implementation of an inquiry requires specific teacher moves, and 3) Students created and supported claims with varying levels of success. [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.]