Inquiry teaching is a cornerstone of citizenship education. The rigor of inquiry processes underscores the crucial role of technology in empowering young learners to conduct evidence-based investigations to answer challenging questions. However, the dearth of studies investigating the impact of technology on inquiry in citizenship education at the middle-grade level is a clear and pressing call to action. I argue that inquiry-based practices significantly influence citizenship education, and pragmatic inquiry methods are technology-based, providing tools for incorporating global issues in inquiry to foster a democratic and global citizenry. Using a multiple-case design, I purposefully sampled teachers from seven middle-grade social studies classrooms in a midwestern public school. Datasets include teacher interviews, class observations, and content analyses. Thematic analysis yielded significant results. I addressed two overarching concepts in this chapter: (1) a position that inquiry is important in teaching global topics in citizenship education, which significantly contributes to our understanding of inquiry’s role in citizenship education, and (2) an impact of technology on inquiry in citizenship education in middle-grade classrooms. The findings show that inquiry is an effective instructional practice for students to prepare them for civic life. This chapter reveals a dynamic interplay of technology, inquiry, and citizenship education. These three overarching concepts are progressive and interrelated. In essence, technology enhances inquiry, and inquiry reinforces effective citizenship education.