The article describes a biology teacher’s approach to inquiry-based instruction grounded in a sociocultural learning perspective. The course designed by the Biology Teacher includes references to the literature and epistemic practice-based routines and procedures. The urban students in this study integrate the practices to design an investigation to solve a problem with soil quality. Specific details describe the epistemic practices enacted by the students and their responses to the learning experience. The study illustrates how the Biology Teacher used the students’ culture, experiences and knowledge to promote meaningful science practice related to the lives of the students. The study was conducted in an urban environment; however, approaches are conducive to science instruction in all NGSS classrooms.