In this paper we explored whether engaging in two inquiry skills associated with data collection, designing controlled experiments and testing stated hypotheses, within microworlds for one physical science domain (density) impacted the acquisition of inquiry skills in another domain (phase change). To do so, we leveraged educational data mining techniques to both assess and estimate students' inquiry skills across domains. Analyses revealed that honing these skills in density activities provided benefits in terms of transfer and skill acquisition. More specifically, students who practiced in density activities first were more likely to show mastery of the designing controlled experiments skill than those who had no prior practice. These same students were also more likely to test their stated hypotheses during their first data collection in phase change. Thus, practice in one domain can positively impact acquisition and transfer of skill in a second domain, suggesting that inquiry skills also have a degree of domain generality.