Inquiry-based learning is a well-established approach. Well-conducted should provide students with opportunities to engage with and reflect on scientific endeavor, thereby enhancing their understanding of the Nature of Science (NOS). However, evidence suggests that inquiry is often presented in a narrow, controlled manner that limits students’ engagement in epistemic thinking or in underpinning the aspects that underline scientific investigations. This study investigated how NOS is presented and discussed by teachers who implemented exemplary inquiry teaching. The Family Resemblance Approach was employed first to identify which aspects of NOS were emphasized by teachers; then, thematic analysis illuminated the contexts in which these discussions occurred. Findings reveal that 9 out of the 12 teachers demonstrated substantial evidence of addressing NOS. Nevertheless, teachers prioritized the cognitive-epistemic aspects of NOS over its social-institutional dimensions, such as the cultural and social norms of the scientific community. Moreover, we found that teachers highlighted NOS as they discussed their teaching goals, inquiry design, and interactions with students. The findings provide valuable insights into how inquiry teaching could be utilized to reflect the NOS, indicating that a greater emphasis should be placed on the social dimensions of the scientific endeavor to provide a more comprehensive representation of NOS.