Abstract: This study investigated 359 senior secondary school chemistry students’ attitude to learning after being exposed to three inquiry-based learning strategies. The samples were randomly drawn from nine secondary schools in two Education Districts, Lagos State, Nigeria. The learning strategies were Investigate-Discuss (ID), Predict-Discuss-Investigate-Discuss (PDID) and Teacher Demonstration (TD) and sampled schools were assigned to the learning groups. The chemistry teachers in the sampled schools were trained on implementation of the learning strategies using the learning packages. Quasi experimental research design was used to determine the effects of the learning strategies on students’ attitude to chemistry.