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This qualitative study aims to explore the effectiveness of Inquiry-Based Science Education (IBSE) in promoting active learning among SJKT students in the Klang Valley. The successful implementation of Inquiry-Based Science Education (IBSE) relies heavily on the competency and preparedness of teachers to facilitate student-centered learning. However, in the context of SJKT schools in the Klang Valley, there exists a noticeable variation in teacher competency, particularly in the areas of pedagogical knowledge, inquiry-based strategies, and classroom management. While some educators demonstrate strong capabilities in guiding inquiry processes and encouraging active student participation, others lack the necessary training, experience, or confidence to effectively implement IBSE. This inconsistency can lead to unequal learning experiences and outcomes among students, undermining the overall goal of fostering critical thinking, curiosity, and engagement in science education. Addressing this issue is essential for ensuring that all students benefit equally from IBSE, regardless of the teacher assigned to their classroom.