In empirical studies enquiry-based learning has turned out to be an effective approach to facilitatethe successful participation of students in science education at all attainment levels. However, despite being highly recommended, until now it is rarely put into practice. Reasons are that teachers are still striving for a common understanding of enquiry learning and struggle with the adaptation to their curriculum. Anotherreason isthat enquiry-based teaching sometimes demands a major shift in the existing classroom culture. Specific tasks and materials are needed toguide the teachers by giving them a precise idea of enquiry learning. Thus, to be able to conduct a recommended change in one’s own science class, teachers need to get the opportunity to learn about theoreticalconceptsof enquiry-based science education, to gainand reflect personal learning experiences through inquiry, and to gain experience in scaffolding students to master enquiry-based tasks.Theseopportunities are provided in the professional development courses for secondary science teachersdescribed in the following. The courses are part of the FP7 EU-project ‘Teaching Enquiry with Mysteries Incorporated’(TEMI,FP7-Science-in-Society-2012-1, Grant Agreement N. 321403).This paper is the second part within asymposium presented at ESERA 2015 focusingon the TEMI understanding of enquiry-based science education and givinginsight intoits implementation during the teacher education courses. We present the theoretical background of enquiry and illustrate the design of the materials rooted in thistheoretical concept.Anassociatedcore idea of TEMI is to sequence science lessons using the 5-E instructional model, which stands for the phases Engage, Explore, Explain, Elaborateand Evaluate. Thesephases provide a scaffold for students to learn fundamental scientific concepts.TEMI uses the 5-E model as wellto support teachers while planning their enquiry-based classes.Finally,some insight into the evaluation of the CPD-courses is provided.