This study aimed at exploring the beliefs about the use of the inquiry based learning strategy, and the extent in which these beliefs are effected by: gender, and teaching experience. It also aimed at identifying the degree of using science teachers for the inquiry based learning strategy among science teachers and exploring the relation between these beliefs and the teacher practices. The tools used in the study are: (a) a scale for measuring of beliefs based on the theory of planned behavior (Ajzen) consists of (54) items, and (b) an observation instrument that consisting of (31) items. The sample of the study consisted of (101) male and female teachers on whom the beliefs' scale was administered. Whereas the observation instrument was administered on (24) teachers from the same sample. The results of the study indicated that the mean score of science teachers beliefs on the use of inquiry based learning strategy was (14.20), which reflects a positive belief and intention within teachers to use the inquiry based learning strategy. The study also pointed to a positive attitude towards the use of the strategy as the mean score of the behavioral beliefs was (17.01) .In addition, the study revealed a social impact as the mean score of the normative beliefs was (10.06) with a weakness in behavioral controlling as the mean score of control beliefs was (-12.87). The study also uncovered the existence of statistically significant differences (a <0.01) in the beliefs of teachers about the use of the inquiry based learning strategy between male and female teachers. These differences were in both behavioral beliefs and the whole instrument.On the other hand, there were no statistically significant differences in both the normative beliefs and the control beliefs due to gender. Furthermore, results showed statistically significant differences (a <0.01) in the beliefs of teachers about the use of the inquiry based learning strategy due to teaching experience in favor of those who have long experience. Also there were statistically significant differences a < 0.05) for behavioral beliefs due to teaching experience in favor of long teaching experience teachers. While the differences due to experience were not statistically significant in the case of normative beliefs and control beliefs. The study showed that science teachers practice the inquiry based learning strategy in the teaching at an average degree. Also it revealed statistically significant differences (a < 0.05) in practicing the strategy among science teachers with high and low beliefs in favor of teachers with high beliefs. The study concluded with a number of recommendations in the light of the results, for instance: the importance of including inquiry based learning strategy applications in teachers preparation programs at colleges and universities . It also recommended upgrading the implementation level in applying the inquiry based learning strategy through teaching practice or by adopting special programmes, and appropriate scientific planning for professional development programs especially those related to keep pace with modern educational developments and teaching methods based on the learner . In addition, attention should be given to the role of the supervisor, school principals and senior teachers in teachers follow-up and guidance for science teachers to use the inquiry based learning strategy in teaching science, and giving them enough confidence for adopting this strategy.