This study determines perceptions of middle school students’ inquiry learning skills towards science change according to different variables. In line with purpose, it aims to realize what should be done to develop this perception by questioning the factors that affect students’ perceptions of science-related inquiry skills and contribute to the training of students who question more in science lessons. Based on the survey, the data were obtained from the Scale of Inquiry Learning Skills Toward Science and the personal information form. These instruments were applied to 667 middle school students attending two middle schools. The data were analyzed statistically by using the Mann-Whitney U and Kruskal-Wallis H tests. It was determined that the perceptions of middle school students’ inquiry learning skills towards science differed according to their gender, grade level, academic average, family income level, mother and father education level, frequency of using technology.