Teachers’ response and implementation of inquiry-based science teaching instructions within different settings will have a broad impact on science education by reflecting what may be realistically to accomplish on a large scale. A lot of studies on inquiry-based science teaching have involved programmes designed by researchers and taught by expert teacher. But these tend to work with volunteer teachers likely to be highly supportive. In this study all science teachers from eight different schools within the same school district will participate in a program aiming to implement inquiry-based science teaching as characterised in the Swedish curricula. This is done within the context of a continuous professional development program where teachers’ will participate in a co-constructing process developing inquiry-based teaching. This will enable us to take a broad range of teachers voices into account within the same school district.The aim of the study is to explore teachers’ response of inquiry-based teaching as characterized in a curricula and what condition the teachers’ response. The main questions will be how science teachers experience inquiry-based science teaching, what factors condition these experiences and what characteristics are emphasised in the co-constructed inquiry-based teaching developed during the teacher-training program. Multiple qualitative methods will be used: audio-recorded co-reflections, semi-structured interviews and written documentations from teacher designed instructions. The data collection started September 2012 and will be transcribed and analysed continuously as it become available. The data collection will end in May 2013 and all the data will then be analysed.