The goal of this article is to raise questions that will promote discussions among secondary mathematics teachers about the concept of inverse functions and how to motivate a more conceptual understanding of them in their classrooms. The authors share data to answer the following questions: (1) What meanings of inverse functions do high school students hold; (2) What meanings are helpful in advancing students' understanding of mathematics; and (3) In what ways can teachers elicit a more powerful meaning of inverse functions? The article concludes with questions to think about on the use of variables and how they relate to inverse functions.