The author’s teaching career, like many others, began teaching high school in a basic science classroom where the students asked this chapter’s title question. But if students were going to be successful in inquiry-based science, these new ways of thinking and doing science needed to be introduced gradually. This chapter describes how the author used a short, one-class lesson to introduce a physics topic, a one-week activity on erosion, and a final unit assessment on force and motion. These are followed by some reflections and final thoughts on the use of inquiry in the middle level classroom.