Inquiry experiences in secondary science classrooms are heavily weighted toward experimentation. We know, however, that many fields of science (e.g., evolutionary biology, cosmology, and paleontology), while they may utilize experiments, are not justified by experimental methodologies. With the focus on experimentation in schools, these fields of science are often not included in the inquiry experiences our students receive. In this talk, I will propose utilizing the distinction between experimental and historical sciences as a way to improve the diversity of scientific methodologies represented in the science classroom. This distinction can provide a framework for teachers to examine their own inquiry practices in light of the diverse methodologies present in science today.