For historians and nonhistorians, reflecting on the past century is an enticing activity. To many present-day historians, who are just barely into the twenty-first century, the past century already seems remote. It will definitely be perceived that way by students in elementary classrooms. Nonetheless, today's teachers have endless opportunities to kindle students' interest in the past century and involve them in meaningful investigations that are traditionally carried out by historians--investigations that make the process of historical inquiry exciting. One strategy for achieving that objective involves having students participate in oral history projects. In this article, the authors offer a detailed sequential approach for investigating change over time in which elementary students interview subjects who worked at selected tasks or occupations during preselected periods from the past century. The students then compare the experiences of the first subjects interviewed with those of someone who is currently working at the same task or occupation and identify the critical changes over the time period. In addition to being an oral history-gathering experience with traditional objectives, the inquiry project integrates objectives drawn from mathematics, science, and language arts.