This chapter discusses how the authors refined their teaching practices to allow young children to begin to develop inquiry process skills. In previous years, the process skills of science were addressed because educators felt they were vital to all learning, not just in science. As teachers they believe that inquiry shapes and guides all learning experiences, and that children construct meaning by interacting directly with their world, develop useful skills and understandings from real-life problems and situations, demonstrate different strengths, and develop at different rates. Children’s prior knowledge, experiences, and questions influence the units of study and investigations. This chapter features three types of opportunities for students to experience being a “scientist-in-charge.”