In this study, two groups of 11th grade chemistry students (n = 210) performed a sequence of hands-on and virtual laboratories that were progressively more inquiry-based. One-half of the students did the laboratory sequence with the addition of a teacher-led discussion connecting student data to student-generated visual representations of different acid-base models (Arrehenius and Brønsted-Lowry). Students were assessed for perceptions about their learning as well as their understanding of acid-base models. The results showed improvement in 79% of the students in understanding acid-base chemistry following the inquiry laboratories as well as improved mental models explaining acid-base chemistry in 72% of the students. The students also responded favorably to the addition of virtual laboratories, with 77% reporting improved understanding of the chemistry as a result of the addition of the technology.