This study aimed to measure the perceptions of female science teachers in cycle two schools in Argument-Driven Inquiry (ADI), the degree of their practice, and the difficulties they face when applying it. The study employs a mixed-methods approach (Convergent parallel design), using three tools to achieve its objectives. The first tool was a questionnaire which is used to measure the perceptions of female science teachers of cycle two schools of South Batinah governorate on the Argument-Driven Inquiry (ADI), and the study sample was 116 female teachers, while the second instrument consisted of a classroom observation card, which measured the degree of practice of the Argument-Driven Inquiry (ADI) in science classes, with a sample of 7 female science teachers, and the third instrument was an interview card which was also applied to 7 teachers. The study results showed high perceptions of the Argument-Driven Inquiry (ADI) with an overall average of 3.89. In addition, the results indicated no correlation between female teachers' perceptions of Argument-Driven Inquiry (ADI) and teaching experience, while differences in perceptions were observed for teachers who received training programs in scientific inquiry. The results also indicated a moderate degree of practice for Argument-Driven Inquiry (ADI) with an average of 1.78. Interviews revealed various difficulties in applying ADI, including teacher-related issues, student-related challenges, curriculum limitations, and classroom environment problems. The study recommended training programs for teachers on Argument-Driven Inquiry (ADI) and follow-up on their implementation.