This correlational study investigated the direct and indirect effects of instructional factors and motivational and cognitive components of self-regulated learning on scientific inquiry performance in a sample of scientifically gifted middle school students. A total of 166 students were selected from nine gifted classes in the public school system with after-school enrichment programs in Korea. Students responded to self-report measures of mastery-oriented learning goals, self-efficacy, self-regulatory strategy use, and inquiry activities in science class. Performance data were obtained from work on a scientific inquiry task. Results of a path analysis revealed that students' self-efficacy and perceived degree of inquiry activities in science class were the only factors directly influencing their scientific inquiry skills. Whereas open inquiry learning that allows for choices and decisions in students' inquiry procedure directly influenced use of self-regulatory strategies, the extent of inquiry activities directly influenced self-efficacy. Self-regulatory strategy use was not a significant predictor for scientific inquiry skills. Based on the results, implications for future science gifted education are discussed. (Contains 2 figures and 3 tables.)