This study analysed the extent to which student-led inquiry is supported by fieldwork booklet design. Roberts' (2003) framework for learning through inquiry was used as lens for analysing the presence of student-led inquiry in the design of nine fieldwork booklets. Observations of teaching practice from two fieldwork activities were also analysed to understand how teachers behaviour can influence student-led inquiry during fieldwork. This study found that the fieldwork booklets provided frequent opportunities for students to make sense of data at increasingly complex levels of interpretation. In contrast, it was also found that the fieldwork booklets provided limited opportunities for students to plan their fieldwork inquiries, clarify their values, or reflect on the fieldwork inquiry process. The observations of teaching practice highlighted the importance of establishing student engagement and using appropriate questions to facilitate student-led inquiry. This study can assist teachers with incorporating genuine student-led inquiry into their fieldwork booklet design.