Research has shown that students have difficulty understanding the underlying process of the photoelectric effect. Thus, this study sought to utilize an inductively situated lesson for teaching the photoelectric effect, hypothesizing that this type of enquiry would help learners delve deeper into the principles of the phenomenon and provide a better background for its quantification. The lesson was conducted with a group of fifteen high-school physics students and a computerized simulated experiment was utilized as the medium for instruction. Students' responses to a qualitative question about the role of a battery in the photoelectric circuit supported the hypothesis that the lesson was a valuable learning experience. This paper presents an outline for the inductively reasoned learning process. (Contains 2 figures and 4 footnotes.)