Inquiry-based teaching is the most widespread approach in science education worldwide. However, in Peru, this model became better known since the latest curriculum reform in 2016, which proposed implementing that teaching approach at all levels of schooling. Since then, no literature review has been conducted on the status quo of implementing inquiry-based science teaching. Therefore, the present study contributes to bridging the gap. This study aims to review and analyse the main characteristics and findings of earlier studies in Peru from 2016 to 2022. The methodology used in this systematic review was informed by the PRISMA statement. Thus, of a sample of 629 studies, sixteen were selected for the integrative analysis. The results were presented considering the main characteristics of papers and their main findings. Each category was discussed in light of the reviewed papers' findings, and the discussion and conclusions suggest recommendations for future research in Peruvian settings.