Shifting to an inquiry-based practice can be challenging. How should teachers get started? How many times should teachers plan for inquiry? What do teachers do when students struggle with inquiry? How long does it take for students to buy in to the inquiry process? These kinds of questions, and the concerns that underlie them, can create an understandable inertia around instructional change. In this article, we show how one district's teachers are getting started by finding their inquiry groove in middle school. They began by designing three conceptual inquiry curricular loops for sixth, seventh, and eighth grades using the Inquiry Design Model (IDM).