The purpose of this study was to determine the attitudes of secondary science teachers toward inquiry teaching strategy and to identify characteristics common to teachers expressing favorable attitudes toward this concept. Two instruments were developed to conduct this study. The Inquiry Science Teaching Strategy (ISTS), a Likert-type summated rating scale, served as an indicator of a subject's attitude toward inquiry teaching and the Personal Data Form (PDF) provided the independent variables. The sample included 735 secondary science teachers. Results indicated that teachers who hold more favorable attitudes toward inquiry tend to be older, female, holding advanced academic degrees or pursuing such degrees. They tend to teach specialized courses, attend inservice training programs, dealing with new materials. They also tend to use new materials in their classrooms and to have used them longer. Recommendations for further study included the identification of additional characteristics associated with teachers holding favorable attitudes toward inquiry through the possible relationship of aptitudes, abilities, and personality traits. (Author/EB)