School librarians in Newport News, Virginia, are meeting the challenges of integrating an Inquiry Process Model into instruction. In the original model the process began by asking students to develop questions to start their inquiry journey. As this model was taught it was discovered that students often did not have enough background knowledge to generate questions. The librarians individually modified the model in their practices to give students opportunities to search for information on a topic before they began to generate questions. They developed rubrics to assess students' understanding of inquiry skills. The librarians made significant changes in the Newport News Public Schools (NNPS) Inquiry Process Model. The first was structural, moving from a recursive to linear design. Second, they combined the steps of "Organize" and "Synthesize" into one step: "Understand." This term reflected what they wanted to happen in this stage and was a word that students and teachers understood at a more intuitive level than "Synthesize." The third change was the most significant: starting with an "Explore" step rather than asking students to generate questions. This change in the NNPS Inquiry Process Model ensures a deeper understanding of what they learn.