The study sought to establish teachers’ views about scientific inquiry in teaching genetics whilst addressing socio-scientific issues (SSIs). The argument was if teachers do not fully understand the holistic nature of scientific inquiry, it prevents them from using SSIs effectively to facilitate learners’ understanding of abstract concepts. The study focused on genetics as a topic with SSIs and with abstract concepts difficult to present in concrete materials. Therefore, the paper aimed to learn about Life Sciences teachers’ view in using scientific inquiry in teaching genetics whilst addressing socio-scientific issues. In an explanatory sequential mixed method research design, two questionnaires were administered to 100 Life Sciences teachers, to seek their views about scientific inquiry and understanding of socio-scientific issues respectively. Interviews were administered only to six teachers whose responses based on the analysis of data from questionnaires, were considered as informed, partially informed and naïve views. Lesson plans for selected teachers were analysed. The findings showed that the teachers were aware and appreciative of the inquiry-based approaches and socio-scientific issues embedded in genetics. The teachers however required extensive knowledge and skills on the procedures of inquiry that have to be employed when addressing socio-scientific in genetics. These findings inform teachers and teacher professional development programmes on the importance of context as the source of socio-scientific issues that tend to impact on learner understanding of concepts in topics such as genetics.