Drawing from their respective work at the intersection of music and science, the coauthors argue that engaging in processes of making music can help students more deeply engage in the kinds of creativity associated with inquiry based science education (IBSE) and scientists better convey their ideas to others. Of equal importance, the processes of music making can provide students a means to experience another central aspect of IBSE, the liminal ontological experience of being utterly lost in the inquiry process. This piece is also part of burgeoning studies documenting the use of the arts in STEM education (STEAM).