Physics educators generally seek the best approach to make learning process effective for learners. The major objective of this study is to verify the extent of using inquiry-based instructional strategies in higher secondary physics classrooms, and to support the use of inquiry-based instructional strategies to effectively describe the nature of physics. Typical instructional strategies implemented in the higher secondary physics classrooms are explored, and their effectiveness is verified for improved conceptual understanding and positive attitude. Differences between perceptions of students and teachers about the currently adopted classroom practices, and lack of effective implementation of inquiry-based strategies are evidenced. Responses further reveal that most of the key issues that teachers face can be controlled by teachers themselves. Authors analyze perception, preference, and pros and cons of current instructional strategies qualitatively, and indicate the need of a modified strategy for better learning.