This study examined the effectiveness of Argument-Driven Inquiry (ADI) as an instructional model in a general chemistry laboratory course. The study was conducted over the course of ten experimental sessions with 125 pre-service science teachers. The participants' level of reflective thinking about the ADI activities, changes in their science process skills, changes in their argumentativeness, their ability to identify flaws in an argument and their views on ADI are assessed. Results show that the participants' oral and written remarks shed light on the effectiveness of the model and provide positive and negative characteristics associated with the model. Recommendations are put forward regarding the usability of the ADI model by professionals who may consider applying it in practice.