The main purpose of this self-study research was to enhance my practice in the area of Science Education, enabling me to live closer to my educational values of inclusion and autonomy. I aimed to improve the children’s learning of scientific concepts while fostering positive attitudes towards Science using a child-centred inquiry approach to teaching and learning. Applying a self-study action research paradigm allowed me to gain a deeper insight into my practice by reflecting critically through multiple lenses (Brookfield, 1995). My reflective journal, children’s questionnaires, children’s interviews, worksheets (to assess learning) and conversations with critical friends provided data sources from a variety of perspectives. These were analysed and reflected on to offer rigour and validity to the research. I carried out two cycles of research. Examining my own practice in Cycle 1 (reconnaissance) and introducing an Inquiry Based Science Education (IBSE) approach in Cycle 2. This inquiry approach was hands-on and minds-on, encouraging the children to think critically, work collaboratively and develop their scientific skills. I have shown that children’s interest in and enjoyment of Science increased when engaging with an inquiry approach to teaching and learning, their academic attainment in Science increased with many becoming more articulate in expressing their ideas. Furthermore, IBSE allowed me to embed my values into my practice and reembrace a constructivist mind-set.