This chapter builds upon the key theoretical and empirical contributions from previous chapters to explain how the methodological framework, Learning Together, is structured through Rogoff’s (Sociocultural studies of mind. Cambridge University Press, Cambridge, 1995) Planes of Sociocultural Activity model. The chapter expounds the rationale behind Learning Together’s design, delineating how it is organised into an individual, an interpersonal, and a community plane. At the individual plane, Learning Together specifies the knowledge, abilities, and values we seek to promote in apprentices, centred on collaborative problem-solving, scientific and cultural literacy and learning to learn. At the interpersonal plane, the framework defines 20 strategies practitioners can apply to enact guided participation through dialogic inquiry. The strategies are organised into three social interaction arrays: Orchestration in Plenaries, Scaffolding in Expert-Novice Interactions, and Collaborative Learning among Peers. Learning Together further explains how the global intervention strategies of networking, situated learning and structuring the learning environment operate at the community plane. These strategies enable decision-makers to implement systemic interventions that transform educational institutions into Communities of Dialogic Inquiry as apprenticeship systems. Throughout the chapter, we explain how this methodological framework has guided the design, implementation and evaluation of our Inquire educational programme at each plane of sociocultural activity.