Reforms in science education in general and in chemistry education in particular have been introduced in many countries since the beginning of the 21st Century. Similarly, at this time in Israel both the content and pedagogy of the chemistry curriculum in high schools were reformed. New content and pedagogical standards emerged, fostering meaningful chemical education in the upper secondary schools. We describe the reform process in chemistry teaching and learning which succeeded thanks to close collaboration among the various stakeholders, including the academic institutions, the Israeli Ministry of Education, and the teachers. The inquiry-based laboratory unit is part of a five-unit course, and is also part of the matriculation examinations set by the government taken at the end of the high school. We elaborate on the influence of the high school inquiry-based and computer-based chemistry laboratory on students' learning and its impact on enrollment in advanced chemistry courses. (Contains 4 tables.)