Amidst endorsement of inquiry based learning (IBL) in primary and lower secondary settings in Australia, research indicates that IBL is underrepresented and/or under utilised in senior science education. To investigate this apparent pedagogical misalignment, a phenomenological study was undertaken to explore senior biology teachers' perspectives and practices around IBL. Six senior biology teachers working in government schools in Victoria participated in this study. Data was collected via semi-structured interviews, transcribed, coded and thematically analysed. Findings revealed that despite being in favour of IBL, participants experienced tensions in teaching senior biology through inquiry and felt compelled to adopt transmissive techniques with senior secondary cohorts. Three major sets of commonalities causing tensions were identified: (1) Ambiguity in teachers' interpretation of IBL; (2) Lack of student readiness for, or expertise in, IBL; and (3) Pressures around school culture/expectations at senior secondary level. The research concludes with suggestions to address these identified tensions and create opportunity for IBL, including avenues for further research.