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All rights reserved. This qualitative study explores how science instruction can develop student questions into centerpieces of ongoing classroom inquiry. By using student questions as a starting point, one builds student ownership and engagement, teaching the students to successfully ask and answer their own questions, a process that is a cornerstone of scientific inquiry. Further, students accustomed to being passive receptacles of knowledge are given the tools to understand their world, which leads to autonomy and empowerment. As this study began, the chief strategy employed open-ended inquiry instruction centering on student investigation kits.