This study investigated the conditions and situations offered by Experiencing Inquiry Model (EIM) for developing science teacher's Technological Pedagogical Content Knowledge (TPACK). Also, the study explored the opportunities offered by EIM strategy in enhancing science teacher's abilities to design technology-based inquiry activities for science learning. Situated Cognitive Theory is used as a theoretical framework for learning, and TPACK is adapted to conceptualized technology integration. 17 science teachers from two schools participated in the study. The study employed a mixed method of quantitative and qualitative evidence. A paired sample t-Test was conducted on the participants' pre- and post-Pathfinder networks. Concurrently, the qualitative evidence was collected from researcher's logbook, participants' written documents, and interviews. The participants' abilities to design technology-based inquiry activity for science learning were examined via Technology Integration Assessment Rubric (TIAR). The analysis of the Pathfinder networks showed that there were significant developments in the participants' knowledge components embodied in TPACK. Nevertheless, the TIAR analysis suggested that the participants' designs lacked connecting curriculum goals with technology, and compatibility with curriculum goals and instruction. The study suggested that science teachers should be given amble time to develop TPACK within their instructional contexts.