An “introduction to mathematical reasoning” or Transition to mathematical proof course is widely offered as an essential part of the undergraduate mathematics curriculum at most institutions of high learning. The importance of such a course cannot be understated, as the concepts and skills learned in this course are foundational to any subsequent mathematics course. However, research suggests that undergraduate students continue to struggle understanding the function of mathematical proof and proving, and also to gain access to the private aspects of proving. This talk will report on an introduction to mathematical reasoning course that used an Inquiry-Based Learning(IBL) approach to the teaching and learning of mathematical proof and proving. Specifically, this talk will report on findings regarding changes in student attitudes regarding proof and proving, and on possible changes to the students approaches top roving strategies.