The main objective of this study is to enhance the learning experience of inquiry in grade 8th biology class students by designing and applying inquiry-based activities and providing necessary scaffoldings. Inquiry-based learning (IBL) has been a component of various curricula and science education standards for several years. It is known that the true power of IBL is to increase intellectual engagement and foster deep understanding through the development of a hands-on, minds-on and research-based outlook toward teaching and learning. Even though the application of inquiry-based learning and supporting student’ practice of inquiry among science education is braced by different international scholars and institutions, it could not be adequately functional in most of Ethiopian schools beyond designing in the curriculum. In this context, learning experience of inquiry is the ability and practice of solving the given activity by using the scientific problem-solving steps. The participants were 53 students which have been in the same class grade 8th. This study tends to answer whether the students have an inquiry experience and if it is possible to enhance the students’ experience of inquiry learning in grade 8th science classroom. The study followed pre-post interventional study design and it is employed by designing inquiry-based activities and exercising through IBL approach. The results were checked by differences shown in pre and post-test tests. The pre-test result showed that there was insufficient inquiry practice/experience in the class and the after a series of practice the post test showed significantly positive different which showed that scaffolding of inquiry-based learning is the effective way of teaching science to develop students’ inquiry experience. Without the experience of inquiry students will not able to have scientific problem-solving skill for their future life. So, enhancing students inquiry practice in their earlier grades is the prior alternative that teachers and other stakeholders should put their all effort to enhance the experience of students’ inquiry. The commitment, attitude, knowledge and performance of teachers about inquiry-based learning should be built up by different stockholders.