The inquiry-based learning approach is a modern approach in education in which students come to cognition through their own research. The goal of this approach is to encourage students to independently research, discover, conclude and come to cognition, with the appropriate help of teachers. The aim of this research was to examine the educational practice of teachers in the implementation of an inquiry-based learning approach in the teaching of nature and society. The purpose of the research was to provide insight about the fact how familiar are the primary school teachers with the concept of the inquiry-based learning approach. In addition, the purpose was to provide insight into the competencies and motivation of primary school teachers, the frequency of implementing inquiry-based learning approach in teaching nature and society, and teaching forms and teaching methods they use. The research was conducted in primary schools in the area of Primorsko-Goranska County. Twenty-four primary school teachers participated in the study, and data were collected through an interview process. For the purposes of the research, a semi-structured interview was constructed and it included eleven questions grouped into five thematic categories. The categories were: inquiry-based learning approach, competencies, motivation, frequency of implementation and teaching forms and teaching methods. The expected outcomes of this research were that teachers will be familiar with the concept of inquiry-based learning approach, that they will highly value their own competencies and that they will be motivated to implement inquiry-based learning approach because of the advantages it brings. Also, the expected outcome was that primary school teachers will respond that they use teaching methods and teaching forms that enable active learning when implementing the inquiry-based learning approach in the teaching of nature and society. On the other hand, teachers were expected to respond to a lesser extent that this form of teaching is practiced frequently. The results of the research indicated that primary school teachers are familiar with the concept of inquiry-based learning approach and are motivated to implement this approach in teaching nature and society. In addition, the results also indicated that primary school teachers were largely considered to possess certain competencies needed to plan and implement inquiry-based learning approach in nature and society teaching. The results of the research also showed that primary school teachers, when conducting a research approach in the teaching of nature and society, use teaching methods and teaching forms that enable greater student activity. However, according to the results of the research, the inquiry-based learning approach is not sufficiently implemented in the teaching of nature and society, and the teachers stated the lack of time and resources needed for research as the reason for that.