This study aimed at determining the perception of secondary school Agriculture students towards inquiry-based learning in Nandi County, following a practical in soil science containing an element of inquiry. The education sector in Kenya is shifting towards Competency-Based Curriculum that requires learners to engage in Inquiry-Based Learning to develop the required competences and the 21st-century skills such as collaboration, communication, teamwork and problem solving among others. This study was guided by the Constructivism and Bybee’s 5E learning cycle model, which is an Inquiry-Based Teaching (IBT) approach model. The students were put in groups of 4-5 and provided with the following: Soil auger, trowel, two clean buckets, small cartons,3 test tubes, distilled water, pH indicator, pH colour charts and Barium sulphate powder which they were to use to carry out soil sampling and soil pH testing. After the practical, students completed a five Likert scale questionnaire. 26.3 per cent strongly agreed, and 73.7 per cent of the students agreed that detailed instructions should be given about how to carry out each practical. In answer to the statement “I’d value the opportunity to design and carry out my own experiment,” 14.4 per cent strongly agreed while 25percent agreed and 54.2 per cent were neutral. The anxieties expressed by the students were that they would not understand the practical. These findings suggest that considerable thought needs to be given as to how to best introduce secondary agriculture students to inquiry-based learning activities by Ministry of Education, teachers and the Kenya Institute of Curriculum Development (KICD).