Inquiry-based instruction is a student-centered approach to teaching that focuses on active learning (Barron and Darling-Hammond 2008) in which students engage with "tasks that promote reasoning and problem solving" (NCTM 2014). Specifically, such tasks encourage a variety of solution strategies and stimulate use of the NCTM Process Standards of problem solving and reasoning and proof (NCTM 2000). Despite positive outcomes, teachers remain hesitant to use inquiry-based instruction regularly in the classroom. In this article, the authors share their experience with implementing three tasks that successfully engaged middle school students in developing an understanding of unit rates and scale factors to solve proportional situations through an inquiry-based approach. They also discuss some common concerns regarding the implementation of inquiry-based practices.