A new study shows that eighth-grade science teachers without an educational background in science are less likely to practice inquiry-oriented science instruction, a pedagogical approach that develops students’ understanding of scientific concepts and engages students in hands-on science projects. This research offers new evidence for why U.S. middle-grades students may lag behind their global peers in scientific literacy. Inquiry-oriented science instruction has been heralded by the National Research Council and other experts in science education as best practice for teaching students 21st-century scientific knowledge and skills.