The purpose of this case study was to examine a teacher's guidance of an inquiry learning project in an ordinary elementary-school classroom. The participants in the study were 21 Finnish, grade 4 students (10 years old), from which four students were selected for intensive observation. The technical infrastructure of the study was Computer Supported Intentional Learning Environments (CSILE). The project consisted of a series of 21 lessons. Each lesson was videotaped, and the contents of transcribed videotapes were analyzed by qualitative content analysis. The analysis revealed that although the teacher was able to straightforwardly guide the three, more advanced students through the progressive-inquiry cycle, she had a great deal of difficulty in the case of the less advanced student. Effective teacher guidance appears to be a mediated process, requiring an externalized record of students' inquiry, for example, their postings, or at least a verbalized account of it to help the teacher ground her efforts to guide the deepening inquiry. (Contains 1 table and 3 figures.)