The Irish lower secondary science curriculum emphasises the development of scientific literacy through the use of inquiry teaching and learning approaches. The Science in Society Investigation assessment in this curriculum requires students to carry out inquiry into socioscientific issues (SSI). This research presents two case studies exploring how teachers used inquiry in the context of SSI for the development of students’ skills and knowledge. There were differences in the pedagogical approach adopted by the two teachers, including the level and type of inquiry and the SSI context chosen. In Clover Field School, the teacher facilitated open, experimental and discussion-based inquiry. The students developed skills of experimentation, with little focus on scientific knowledge in SSI contexts. In Daisy Park School, the teacher facilitated guided, research and discussion-based inquiry, placing a central focus on authentic SSI contexts. Students developed skills relating to research and critical evaluation of scientific evidence and scientific knowledge was demonstrated while considering societal implications. The two different pedagogical approaches led to the development of a range of skills and knowledge. Open and guided inquiry pedagogical approaches, experimental, discussion and research-based inquiry, were shown to complement each other in achieving the outcomes of the Irish lower secondary science curriculum.