This study explores effects of participation by second-semester college general chemistry students in an extended, open-inquiry laboratory investigation. Verbal interactions among a student lab team and with their instructor over three open-inquiry laboratory sessions and two non-inquiry sessions were recorded, transcribed, and analyzed. Coding categories were developed using the constant comparison method. Findings indicate that, during open-inquiry activities, the student team interacted less often, sought less instructor guidance, and talked less about chemistry concepts than during their non-inquiry activities. Evidence suggests that the students employed science process skills and engaged in higher-order thinking during both types of laboratory activities. Implications for including open-inquiry experiences in general chemistry laboratory programs on student understanding of science as inquiry are discussed. (Contains 8 tables.)