Many teachers continue to teach the scientific method not only because they too were taught to believe in it, but also because it is still emphasized in many textbooks. However, it was just such mechanical teaching of science that prompted education associations and scientists to explicitly repudiate the concept of a “one size fits all” scientific method. This article explains how using inquiry-type activities in middle school to challenge and encourage students to question as well as co-construct with their peers their own methods of resolving science questions helps promote and develop scientific thinking and practices.