This article describes a content analysis of 37 Inquiry Design Modules (https://c3teachers.org), conducted with the purpose of identifying the core teaching practices (CTP) necessary to successfully enact them. Although there has been research identifying CTP in other content areas, research on social studies inquiry at the elementary level is an area that has received little attention. In this study, we identify 16 CTP, each of which is observable, teachable, and replicable. Six of these CTP (facilitating discussion; guiding, reinforcing, or directing thinking; asking questions; introducing and defining vocabulary; curating resources; and using graphic organizers or specific tools) occurred with high frequency in the data set and are discussed in depth. Implications for preservice teacher education are discussed.