Science education efforts have long emphasized inquiry, and inquiry and scientific practices are prominent in contemporary science education reform documents (NRC 1996; NGSS Lead States 2013). However, inquiry has not become commonplace in science teaching, in part because of misunderstandings regarding what it means and entails (Demir and Abell 2010). Understandably, confusion about inquiry results in misconceptions and misgivings about its use in the science classroom. In this article, the authors exclusively address the teaching of science "through" inquiry. Teaching science through inquiry refers to the pedagogical decisions and actions that teachers make to promote scientific practices such as asking testable questions, creating and carrying out investigations, analyzing and interpreting data, drawing warranted conclusions, and constructing explanations that promote a deep conceptual understanding of fundamental science ideas. The article addresses common myths that create resistance to teaching "through" inquiry and interfere with achieving desired science education goals.