An advantageous outcome of scientific inquiry is the creation of a community of professionals who were experienced in the gathering and use of student data and contributed to it through their own research. Although researchers had offered a range of explanations, a model for realizing this concern was nonexistent. The purpose of this study was to seek to understand the effects of a school-based inquiry team (SBIT) model on the academic achievement of students in general education with special education teacher support services in middle school. The use of both qualitative and quantitative research design, allowed the researcher to use a sound and measurable postreflective questionnaire, group interview, observational–nonparticipant, and document reviews that were appropriate for the study. The results obtained from the data collection and the data analysis were instrumental in assisting the researcher to conclude that a positive relationship existed between an SBIT model and the academic achievement of students in general education with special education teacher support services in middle school.