The abstractness of certain chemistry concepts demands the use of appropriate teaching strategies to enable students to construct mental images of the concepts. The concepts include understanding the effects of concentration and catalyst on the rate of reaction. The reactions at the molecular level are not visible to human eyes and the use of hazardous chemicals to teach the reactions further had made the learning irrelevant to the students. As an alternative to the existing curriculum, through this study, context-based green chemistry experiments (CBGCEs) were introduced as a laboratory curriculum. Teaching using CBGCEs began with unfolding a relevant context and followed with an investigation using benign green chemistry experiments. The qualitative interviews and responses to the issue-based open-ended questions show that students exposed to CBGCEs and existing curriculum attained better understanding about the effects of concentration and catalyst on the rate of reaction. However, the themes emerged from the responses of students learned with CBGCEs portray that this group of students has attained more specific and scientifically adequate understanding. The quantitative findings substantiated the findings obtained from the qualitative data.