The Web is mistakenly viewed by too many as the panacea for a teacher's ills. Sending students to the Internet for information has done little to turn the tide in students' perceptions of learning. The problem, though, is not necessarily that the Web is not loaded with excellent learning resources; rather the problem is in sticking to the traditional approaches to teaching and learning history. This article describes Web Inquiry Projects (WIPs), "open inquiry learning activities that leverage the use of uninterpreted [primary source] online data and information," and shift the locus of history studies from learning about history to the doing of history. WIPs require students to play an active role in asking relevant questions, determining the procedures necessary for answering these questions, and locating the online primary resources needed to answer the questions. The focus in a WIP is on the process of performing historical inquiry and the narrative that follows. (Contains 5 notes.)