A significant issue mathematics instructors face is how to cover all the material. Mathematics teachers of all levels have some external and internal pressures to "get through" all the required material. The authors define "the coverage issue" to be the set of difficulties that arise in attempting to cover a lengthy list of topics. Principal among these is that material must be presented quickly, to ensure a course covers all the topics in the syllabus. The authors address coverage versus depth as a false dichotomy, and reframe the issue in terms of critical questions for instructors to consider regarding student learning. They also review some key reasons to favor inquiry-based learning as an approach to undergraduate instruction.