The American Association for the Advancement of Science (AAAS) strongly recommends that "science be taught as science is practiced." This means that the teaching approach must be consistent with the nature of scientific inquiry. In this article, the authors describe how they added scientific inquiry to a large lecture-based physiology class of 80 students by introducing the pioneering work of Roger S. Hubbard and replicating part of Hubbard's original experiment during a discussion of gastric secretions.