Although inquiry is more engaging and results in more meaningful learning (Minner, Levy, and Century 2010) than traditional science classroom instruction, actually involving students in the process is difficult. Furthermore, many students have misconceptions about Earth's seasons, which are supported by students' prior knowledge of heat sources. This article provides an example of how to engage students in inquiry about the Earth's seasons and shows how to use students' thinking, temperature data, and careful observation to create opportunities for inquiry investigations that target student misconceptions about seasons. (Contains 6 figures.)