Science teachers generally find inquiry-based laboratory work very difficult to manage. This research project aimed at facilitating chemistry teachers to implement inquiry-based laboratory work in Hong Kong secondary schools. The major concerns of seven chemistry teachers were identified. They were most concerned about the lack of class time, shortage of effective instructional materials, and the need to teach large classes. To allay teacher concerns, teaching strategies were developed to aid teachers. The strategies include the use of guided inquiry rather than open inquiry, development of ten examples of authentic inquiry, and inclusion of student oral presentations as a key component of the inquiry process. Trials done in schools indicated that these strategies are useful.