Iranian educational methods and our own observations of physics students led us to devise a way of improving our students' ability to solve real-life problems. We designed a guided inquiry-based course 'Physics by photography' which we implemented for approximately 250 students. This revealed that this type of course could motivate students to learn and increase their ability to solve real-life problems.

Throughout our enquiry-based teaching course, we realized that, while our trainees performed well during the course, they could not actually meet the objective of the course, ‘being able to design and conduct classroom enquiry’. In this article, using a case study, it is intended to illustrate how some crucial factors of a course could help trainees to be successful in introducing classroom enquiries. Furthermore, by organizing these factors, we tried to suggest a structure or simple model for an enquiry-based teaching course. The proposed structure could be suitable for trainers and teachers who are interested in enquiry-oriented teaching. Also, the theme of the case study shows an interesting enquiry which has the capacity to be used by teachers.