Inquiry-based science teaching and learning (IBSTL) has been recognized as a powerful learning approach to develop students' problem-solving abilities and higher-order thinking skills. Research has established cultural dimensions in determining successful implementation of IBSTL. Guided by the importance of context in inquiry, this qualitative study explored the cultural dimensions of IBSTL from Malaysian science teachers' conceptualizations and practices of inquiry. A total of 223 volunteering primary and secondary school science teachers from Malaysian public schools were involved in answering open-ended questions to investigate the cultural dimensions of IBSTL. Data were analysed using thematic analysis approach. Teachers were found to reaffirm the following cultural aspects (maintaining social harmony, educator--learner relationship, balance in learning and failure avoidance) in the success and failure of implementing IBSTL. These cultural dimensions, namely educator--learner relationship and failure avoidance, were enacted both by the students and teachers. Thus, a successful IBSTL environment depends on both students' and teachers' roles that are aligned with the inquiry spirit. Therefore, unless and until the cultural influences are addressed, it can be argued that structured and guided IBSTL is the most compatible form of inquiry in the Malaysian education context and other Asian countries that share similar cultural values.