An inquiry-based laboratory course to accompany an introductory general chemistry course for elementary education majors has been developed to enhance the science experience and to help both Widener students and elementary school teachers meet state and national science teaching standards. Students completing this course experienced a chemistry activity three times, first by performing the activity, second by writing about the activity in a lesson plan and relating it to state teaching standards and lastly by teaching the activity in an elementary school classroom. This experience gave the students multiple methods of understanding each activity, namely, to learn by doing, by writing, and by teaching it to a middle school class. The Widener students worked with a middle school science teacher at Stetzer Elementary School for the fall semester of 2006. Initially, the activities were to be performed at the same time that the theory was being covered by the teacher. However, there was no science curriculum being covered during this time. Consequently, the middle school students were taught the theory while they performed hands-on science activities. This reduced the number of activities performed during the semester, but the overall impact on the middle school students was positive since this course provided at least some exposure to science. The middle school students were exposed to inquiry-based chemistry activities that engaged them in problem solving and empowered them by requiring them to become active learners. It also provided the middle school teacher with inquiry-based chemistry activities that can be used in the future since the activities utilize readily available, safe and inexpensive materials. The Widener students saw firsthand the benefits of employing inquiry-based activities in engaging elementary school students to learn by doing. They also learned how to adapt their lesson plans based on the limitations presented in the elementary school classroom.