Being scientifically literate is an essential twenty-first century skill for every individual navigating today's complex world and science inquiry skills are seen as an important capability of a scientific literate person. However, teaching science inquiry skills requires specific competences and is often challenging for teachers. Understanding the practice and challenges of experienced teachers is essential for designing bespoke support (e.g., professional learning programs, or coaching and mentoring). This study was guided by the following question: What practices do Victorian science teachers use to develop their students' science inquiry skills? To answer this question, we interviewed six experienced Victorian science teachers focusing on how they aim to develop science inquiry skills among their Year 7 and 8 students. The study found pedagogical suggestions for developing students' science inquiry skills which may serve to inspire professional learning and curriculum development for other science teachers.