“Jumbled sentences” is a useful technique that first emerged in the late 1990s (Osborne, 1997). The advantage of the technique is that it stimulates students’ scientific thinking while also supporting their development of literacy skills. For many years, I have introduced teacher candidates to the technique and have encouraged them to develop their own examples. More recently, I realized it could be adapted to support an inquiry-based approach to learning. Although the basic idea has been around for some time, this article will revisit the principle of jumbled sentences for those unfamiliar with the technique.