Science education reform documents universally call for students to have authentic and meaningful experiences using real data in their science education. The underlying philosophical position is that students analyzing data can have experiences that mimic actual research. In short, research experiences that reflect the scientific spirit of inquiry potentially can: 1) prepare students to address real world complex problems; 2) develop students’ ability to use scientific methods; 3) prepare students to critically evaluate the validity of data or evidence and of the consequent interpretations or conclusions; 4) teach quantitative skills, technical methods, and scientific concepts; 5) increase verbal, written, and graphical communication skills; and 6) train students in the values and ethics of working with scientific data. This large-scale, national teacher survey reveals that far too few teachers are comfortable using authentic data in the classroom. Barriers include, but not limited to: 1) difficulty in finding appropriate data and analysis tools; 2) the perceived length of time it takes students to complete an authentic scientific inquiry; and, most importantly, 3) a perceived lack of expert infrastructure and mentors who can help individual students. These results point to the need for a solution that simplifies the number of pathways for students to access data, reduces the number of analysis tools that teachers and students need to master, provides samples of student work that other students can emulate, and provides a nationwide system of online mentors who are willing and able to help students succeed. at scientific inquiry. 1. Motivation and Context Recruited initially through the AstroEd News@ YahooGroups.Com listserve of 565 members, and snowballing through personal forwarding from there, more than 600 teachers from across the country completed the online survey in its entirety. Approximately 60% reported they taught high school and about 40% in middle school, less than 5% described themselves as teaching elementary teachers. Approximately half of the respondents had more than 10 years teaching experience, taught in suburban schools, and devote at least one-half of the academic year to teaching Earth & Space science topics. None of the respondents stated that they taught in NASA Explorer schools.