"Children are not vessels to be filled, but fires to be kindled," wrote the French humanist Rabelais over 500 years ago. He touched upon a core idea of inquiry-based learning that remains relevant today: In a modern competency-oriented history education, students should not only acquire knowledge but also learn to solve problems creatively. They should think historically and pose personally significant questions about the past. This book is aimed at experienced teachers as well as beginners, at those teaching outside their subject area as well as curious experimenters, and at subject didacticians as well as general educators. The book provides an overview of the history of inquiry-based learning, its opportunities and challenges, and presents concrete teaching possibilities for research.