Inquiry instruction is a well-respected and well-supported teaching approach in science education, although the extent to which teachers are able to implement it in classrooms around the world is somewhat disappointing, despite a strongly expressed desire to do so. Reasons for this include pressures on teachers to 'teach to the exam', over-full curricula, student expectations and some characteristics of teachers themselves. There is a significant body of evidence to show that, where inquiry instruction is implemented by teachers, it is highly effective not only for addressing students' misconceptions and helping them to develop deep understandings of correct (canonical) science concepts, but also for developing students' understanding of the nature of science, evidence and argumentation. Teachers find that they are enabled to engage students in higher-level discussions about the use and evaluation of empirical evidence and to offer students richer, more satisfying learning experiences. Interactive simulations - computer-based visualizations in which students can enter variables and observe the effects - offer significant potential to support teachers in scaffolding inquiry instruction in science. This chapter draws together theoretical perspectives and empirical evidence from the literature and develops an original instructional sequence for the effective use of interactive simulations by teachers implementing inquiry instruction in physical science education.