A very common method to teach chemistry is in the form of a lecture. The laboratory is relegated to the verification of principles with known outcomes. Students perceive that learning chemistry is memorizing facts and following recipes. This chapter focuses on inquiry-based student-centered instruction using a constructivist model in the teaching and learning of chemistry, in which students work in teams to analyze data that is mostly student-generated following the principles of the learning cycle. Inquiry-based teaching is usually associated with several instructional practices. One of them is the use of the laboratory to introduce concepts rather than verify them, that is, an inductive approach. Classroom discussions are focused on using student-pooled lab data to generate concepts rather than informing students of the concepts. The learning cycle approach illustrates strategies and results that have contributed to increased understanding of chemistry, and requires students to apply their findings to untested systems and real-world situations. This methodology guides students to construct their own understanding of important chemical concepts and also helps them to develop valuable learning processes and associated cognitive skills. As a result, there is an improvement of their attitudes and learning outcomes, including better retention of concepts, more self-confidence, and enhanced research skills. This chapter also examines the difficulties that students encounter in the learning process due to information overload. The student-centered inquiry-based instructional strategy has great promise for chemistry instruction. It gives guidance to instructors as to how to interact with students during laboratory and lecture sessions, how to design activities for classroom use, and what to emphasize as the goal of instruction when you want them to think like scientists do.