This chapter illustrates Inquire’s functioning in the daily practice of a primary school, where we tested the programme with two student cohorts. We show how Inquire fosters apprentices’ participation in socioscientific practices with a sustainable view of development through complementary in-school, out-of-school, and dissemination activities centred around dialogic inquiry. The in-school activities enhance collaborative problem-solving, scientific and cultural literacy and understanding of socioecological phenomena through module lessons and school projects. The out-of-school activities include visits to science museums and field trips to eco-tourism centres, including a living river and a wetland. The dissemination activities include a Science and Culture Fair and a Sustainable Development Forum, with the participation of members from the Community of Dialogic Inquiry and other specialists. These activities have resulted in workshops with multimedia digital resources, including interactive games and interviews where specialists explain innovative sustainable solutions to tackle socioecological problems. The in-school activities promote children’s active engagement in conceptualising by naming and with theory and analysing functionally and critically. The out-of-school and dissemination activities allow them to experience the known and the new while applying appropriately and creatively. Inquire’s enriching activities foster learners’ participation in socioscientific practices in an informed, critical, responsible, and inclusive fashion.