This method research aimed to provide baseline data for SIP teaching and administration among secondary schools as well as to generate teaching models drawn from SIP practices in Division of Iloilo. Specifically, it determined the status of SIP as to how it taught, conducted, reported and supported. This research is considered parameters such as the background, expertise, and salient characteristics of the teachers, specifics of SIP, factors related to the learning environment, support and incentives given to teachers and students, and practices in the field allied to the conduct of SIP. Data needed were obtained through a validated research survey instrument, focus group interview, reflective writing activity, and collection of physical artifacts related to SIP. Quantitative data were analyzed using means and percentages while qualitative data were scrutinized separately into units of analysis using multiple case designs. Survey analysis revealed that typical high school SIP teachers were academically prepared and experienced in teaching SIP. They employed varied ways in updating their SIP knowledge and considered different science topics for students project investigation. The conduct of SIP was considered as a required output which was taught frequently at one hour per week following the basic format specified by the division office. Teacher's usual way of assessing it was done through combination of oral reporting, defense, graded manuscript, and exhibits. The common problem teachers faced were the lack of laboratory equipment attitude of the students at the outset of teaching SIP. Teachers offered help such as checking, advising, supervising, and being foremost critics of their students' SIPs. Students got SIP ideas from the internet, readings, and experts. The usually performed the investigation in school, house, or nearby laboratories. The conduct of SIPs gave students learning that could be categorized under knowledge, self fulfillment, and positive attitude. Out of these analyzed surveyed data and stories gathered from the participants, the researcher was able to create two models for teaching SIP.