As part of the SSHRC partnership grant on Reciprocal Learning between Ontario, Canada and Southwest, China, we examined the commonalities and differences in secondary school Inquiry-based Teaching (IBT) in science between sister schools in Ontario, Canada and Southwest, China. Canadian and Chinese teachers' interpretations of inquiry through video-recorded lessons, qualitative observational annotations, and quantitative data collected via the EQUIP instrument were analyzed. Results suggest that there is a non-significant difference in application of IBT between secondary science teachers in Ontario, Canada and in Southwest, China between the reciprocal learning populations. Both populations are perceived to use inquiry-based teaching methods in their classrooms proficiently, and that students are more receptive at a higher cognitive level when teachers incorporate IBT.