In the current era of high-stakes testing and accountability, many social studies teachers struggle to find creative ways to add depth and authenticity to a broad, shallow curriculum. Teachers can use the time after tests are administered for students to reflect back on the social studies curriculum and select topics they want to study more deeply by digging "postholes," or inquiries into questions, persons, processes, or events of their choosing. This article describes one teacher's efforts to implement an inquiry project in which she conferred with her students individually to formulate research questions and a research strategy and gave them opportunities to publicly and authentically share their work. (Contains 1 figure.)