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Inquiry-based learning (IBL) is a form of active learning that engages students in cognitively demanding tasks—involving students’ attention, reasoning, problem solving, and communication. In the rest of this article, we look at IBL—past, present, and future. IBL has a storied history and a growing literature of theory and research to support its efficacy as a method for teaching for entry-level postsecondary (i.e., gateway) courses in mathematics. The 20th-century roots of teaching mathematics via IBL built a foundation for recent theory-building and for research that demonstrates how IBL teaching improves students’ mathematical proficiency, their ownership of and confidence in their own thinking and reasoning, their level of classroom engagement, and their success in mathematics class and throughout their lives. Despite this positive evidence, the mathematics teaching community faces challenges in implementing IBL in the classroom. Thus, we provide practical information on overcoming obstacles to IBL teaching, examples of IBL tasks, and tips for implementing IBL instruction. With the backing of AMATYC, its sister organizations—the American Statistical Association, the Mathematical Association of America, and the Society for Industrial and Applied Mathematics—and the growing number of IBL practitioners and researchers, the future for IBL seems bright.