The aim of this study was to investigate the views and actual practices related to inquiry and nature of science (NOS) of a group of highly motivated and well-qualified teachers from classrooms across the United States. The findings indicated that most of these teachers held fairly limited views and misconceptions on inquiry and NOS. Data analyses indicated an association between teachers’ views and classroom practice. That is, teachers with more robust views were more likely to teach science as inquiry, whereas teachers who held more limited views were less likely to teach science in this way. This study provides empirical evidence for the claim that although reform documents in the United States highlight the importance of inquiry and NOS and refer to inquiry as a central teaching strategy, some of the best teachers currently struggle to enact reformed-based teaching.