The rise of the research intensive university has led some critics to argue that teaching has been discounted in favour of research, and thus the academy has “failed...their undergraduate populations” (Boyer Commission, 1998, p .5). This paper examines instructor perceptions of inquiry at an institution with a significant history of providing inquiry learning opportunities to undergraduate students. Inquiry learning is typically seen as a pedagogical approach, both a method and a process, delivered in small class settings. Qualitative data were collected through interviews (n=16) with instructors who used inquiry in their teaching to elicit instructor perceptions of inquiry teaching. Content analysis was performed on the interviews to extract themes. Results suggest that instructors approached their inquiry teaching differently - some adopting an intentional and some an unintentional approach. There was general consensus that teaching and learning academic skills is valuable, inquiry instructors are facilitators, technology has only a modest place in the inquiry classroom, and larger classes inhibit inquiry. Responses were mixed about the importance of stand-alone inquiry courses. Teaching such courses appears to change the instructor’s perspective about inquiry.