Guided inquiry-based learning has been shown to be a promising method for science education; however, despite its advantages it is rarely used in chemistry teaching in Hungary. One of the reasons for this is the lack of tried-and-tested inquiry-based teaching materials with detailed guides that teachers can readily use in their classrooms. As part of a four-year research project, new teaching materials were designed to foster scientific reasoning and scientific process skills in chemistry education in Hungary. From these materials, in this study, a guided inquiry-based chemistry task was tested with 9th-grade students (N = 88) who had no previous experience with the method. Before the activity, the students’ mid-term grades were collected, and the Lawson Classroom Test of Scientific Reasoning (LCTSR) was administered to describe the sample. During the activity, students worked in groups (n = 21). Data were collected through content analysis of the student worksheets, classroom observations using a rubric, and student questionnaires to explore the learning paths and identify possible obstacles. Our findings support that guided inquiry learning is suitable for students who are new to the method if appropriate scaffolding is given. The data showed the phases of the inquiry cycle in which more guidance is necessary. Formulating hypotheses, recording observations, and evaluating the hypotheses based on the evidence were found to be the most critical steps in the learning process. More than half of the groups disregarded the collected evidence and accepted their original hypotheses, despite their unproven validity, suggesting that they did not understand the true nature of the scientific inquiry. Chemistry grades and the LCTSR scores could not predict reliably the students’ success in solving the inquiry task. The results of the student questionnaire showed that the students enjoyed the inquiry session. They mostly found their work successful, but they overestimated the level of their inquiry skills in some cases.