This article reports the results of a survey on K-8 teachers' inquiry beliefs and practices. The survey in this study was part of the National Science Foundation-supported, five-year, in-depth longitudinal case studies aimed at elucidating K-8 classroom teachers' motivations, goals, and purposes for carrying out inquiry in diverse, low SES schools. In the longitudinal case studies, diverse low SES schools were defined as culturally diverse schools, which had 50% or more of their students receiving free and reduced lunches. The teacher respondents in this study completed a K-8 Master's in Mathematics and Science Program, which focused on the development of teachers as reflective practitioners. Based on an analysis of teachers' responses to a rated closed-ended survey, which was crosschecked with open-ended qualitative responses, they were using several different science research skills during instruction; however, teachers reported use of inquiry research skills likely occurred during guided inquiry projects with little evidence to support that they used full inquiry as suggested in the "National Science Education Standards" (NSES) (NRC, 1996). (Contains 3 tables.)