Whereas extensive studies have examined the effectiveness of inquiry-based learning in chemistry education, few have tracked undergraduate performance throughout the college chemistry curricula. In this study, we describe an instructional model of conceptual learning and inquiry-based practices (CLIP) and assess students' transformation of knowledge about precision and accuracy in the laboratory components of Introductory Chemistry, Analytical Chemistry, Instrumental Analysis, and Physical Chemistry. Student performance in written laboratory reports reveals that repetition of concepts and specific feedback from instructors are essential in constructing knowledge about precision and accuracy. We observed a distinct gap between students' perception of their understanding and their ability to determine precision and accuracy in data sets. This gap decreases as students move from introductory to advanced chemistry laboratories, but loss of student participants throughout the study increases the uncertainty in the significance. In contrast to traditional teaching, enhanced learning was observed in Introductory Chemistry I Laboratories thought CLIP, with the support of concept/skill training, specific feedback, and student-centered activities. This study benefits members of the community who are engaged in supporting students' mastery of theory with practice.