Laboratory work has always been the most distinctive feature of secondary science teaching and learning. With the increasing emphasis on student centred learning and the importance of developing investigation and problem-solving skills there is value in reflecting on the type of laboratory work that is carried out in the science curriculum. The purpose of this study was to determine the nature of the laboratory work undertaken by lower secondary science students, and in particular, to determine the openness to inquiry of these activities. The study also examined the factors that influence teachers in determining the type of student investigations that occur in the science laboratory. Data from a survey of Perth lower secondary science teachers reveal low levels of inquiry and interesting insights into teachers' perceptions about the benefits of open inquiry for students and the difficulties for teachers. The difficulties identified by teachers represent barriers to change that must be addressed if more open inquiry laboratory work is to be implemented in schools.