The notion of teaching social studies through inquiry is far from a new development. With the publication of the "College, Career, and Civic Life (C3) Framework: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History," however, there is arguably a greater emphasis on inquiry in K-12 social studies education than ever before. In this article, the authors attempt to shed some light on the opportunities and challenges associated with crafting inquiries using the C3-inspired Inquiry Design Model (IDM) through an analysis of inquiries created by K-12 teachers who received professional development on the C3 Framework and the IDM.