One way to help students understand the scientific inquiry process, and how it applies in investigative research, is to involve them in scientific investigation. An example of this would be letting them come to their own understanding of how different variables (e.g., starting products) can affect outcomes (e.g., variable quality end products) (e.g., Cherif, Gialams & Siuda, 1998; Puche & Holt, 2012; Hazzard, 2012). In this inquiry based learning activity, students work logically and systematically to design a scientific study geared to investigate the question of sweetener preference for yeast. In doing this, they learn to use skills associated with inquiry such as problem solving and communication--including the scientific practices of hypothesizing, investigating, observing, explaining, and evaluating (e.g., Cherif, 1988; NRC, 2011; Robinson, Nieh, & Goodale, 2012). They enforce their understanding of learned concepts and skills by communicating what they have learned through the process of writing a scientific paper aimed at publication in a peer reviewed scientific journal. In doing so, they learn how scientists practice science, learn cross-disciplinary science concepts and core ideas, and discover implications and applications for the results and findings of the investigative inquiry. In this paper, we also provide the necessary background and information teachers and student-teachers need to help them to feel confident and competent in carrying out the learning activities with their students and be able to answer unanticipated questions.