This article addresses the "state of qualitative inquiry" in the sense of how that inquiry is being positioned in the current construction of a US national policy agenda for "scientifically based" education research. In the author's view, qualitative inquiry is being drowned out in the national agenda despite its ability to provide the kinds of answers regarding education that policy-makers and others want. The drowning out is accomplished in part by discursive conflating of "experimental research" and "scientifically based research" and by use of the phrase "gold standard" to position experiments as "the" exemplar of good and rigorous research in education. The article critiques these political-linguistic moves and suggests two predominantly qualitative forms of inquiry--interpretive and practical science--as alternatives to experimental science. It ends with some thoughts, based in cultural anthropology, for improving the position of qualitative inquiry in the current political environment surrounding education research.