Inquiry learning is an educational approach with a long intellectual pedigree (see e.g. Dewey 1938; Bruner 1996). This chapter consists of a review of the literature on inquiry learning particularly related to inquiry learning in science subjects, exploring how this work has informed the design of inquiry learning experiences, and how inquiry-based learning supported by technology can aord learners at school a meaningful and productive approach to the development of their knowledge of the world. The chapter considers approaches to inquiry learning, personalisation and the nature and eectiveness of dierent representations of the inquiry learning process. These issues are selected for consideration here because of our belief in the importance of personalisation of inquiries to make them meaningful to learners, and the importance of the representation of the processes of inquiry to overcome some of the diculties which have been experienced in its implementation. The chapter also highlights the implications of this work for the teaching of inquiry – drawing on evidence to suggest that, when supported appropriately, learning by inquiry is a potentially eective strategy (see e.g. Chinn and Malhotra 2002). Support for inquiry learning can be orchestrated using technological resources coupled with the appropriate design of activities and the learning environment (see e.g. Anastopoulou 2004). Orchestration is the metaphor we are using to describe the interplay between teacher, pupil, technology and activity. The chapter explores the variety of ways in which such support has been instantiated in practical terms, with the requirements for supporting personal inquiry being given particular consideration.