Science and Education Publishing American Journal of Educational Research 2327-6150 3 8 2015 07 06 Student and Teacher Perceptions of Inquiry Based Science Education in Secondary Education in Greece 968 976 EN Kallia Katsampoxaki-Hodgetts Department of Chemistry, University of Crete, Vasilika Voutes, Iraklion, Greece Maria Fouskaki Katy Siakavara Roumpini Moschochoritou Nikos Chaniotakis EDUCATION2015384 10.12691/education-3-8-4 2015 05 18 2015 07 03 2015 07 06 National Science education reform initiatives stress the need for steering away from the traditional teacher-centered mode of instruction. This study is part of a three-year project 'Chain Reaction', funded by the European Commission, investigating the approaches of a sustainable Inquiry Based Science Education (IBSE) framework across twelve partner countries. The purpose of this paper is to provide information on how this innovative project was integrated in five Greek Secondary Schools, and to explore the perceptions of all stakeholders: management, teacher educators, teachers and students. Five schools, ten teachers, and one hundred and fifty students aged 14-16 took part in this study. Quantitative and qualitative methods were employed to identify all stakeholders' views. Based on this analysis, it is suggested that as long as this project is tailored to each partner's individual cultural and curricular needs, all stakeholders had a positive experience, which constitutes IBSE as an optimal learning mode with positive contribution to the educational process.