Inquiry-based learning (IBL) is a requirement of school science education in Australia. Numerous student-centred strategies have been referred to as inquiry-based teaching (IBT), resulting in a lack of understanding of the exact nature of inquiry-based science learning within the science teaching profession. This article describes three essential components of inquiry in any IBT science unit as dimension, level and context. An integrative IBT planning tool to guide and support classroom teachers in delivering legitimate and effective inquiry-based science learning experiences is presented. Illustrative examples of the application of this tool are provided.