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Inquiry-based methods have been seen as important for developing science in the school. There are good reasons why the work of designing various technological devices in technology should also be part of inquiry-based methods. If so, it requires teachers having an exploratory approach in communicating with students. In this paper, we analyze the communication between teachers and students in six technology student projects. The main pattern is that teachers act instructively to students or try to convince them to use a solution they have planned in advance. Exploratory and moderating communication were less frequent. This is contrary to the intention of inquiry-based methods. However, active students, who themselves try to come up with solutions to the challenges, seem to contribute to a more exploratory approach from the teachers. The same goes for tasks that are so open that teachers will not be able to plan the solutions in advance.