To learn with data, students need "data" to explore. This can be deceptive--data-rich experiences typically involve much more than a straightforward science lab. Solving real problems with data means identifying authentic questions that are meaningful to students and provide a foundation for deep inquiry. Such situations often lend themselves well to project-based learning approaches and are great opportunities for integration across subject areas. Perhaps most critically, they begin with a question of genuine interest to learners and genuine connection to the world at large. For purposes of illustration, the authors choose one such topic--the frequency of harmful algal blooms (HABs) in waters within and around the United States. The topic of HABs is a good example of a subject primed for data-centered inquiry. Problems caused by HABs are highly relevant across the United States, and thus are of potential interest to students in many different locales. In this article, the authors provide some basic guidelines to help ensure that teachers and their students are headed in the right direction for data-rich investigations.