This study aims at identifying the attitudes of physics and chemistry teachers in the middle secondary school in the Ouarzazate Directorate - the Kingdom of Morocco - towards employing the inquiry approach in teaching educational-learning activities. For this purpose, a questionnaire of 31 statements was designed to determine the nature of trends and the degree of difficulties from the point of view of teachers. After confirming its validity and reliability, the indicators were applied to a sample of 32 randomly selected teachers, distributed among ten middle secondary schools. To answer the study questions and examine the hypotheses, we statistically processed the data using SPSS, to extract frequencies, arithmetic means, and standard deviations. The adopted tests are the following: t-test; One-way analysis of variance test; and the chi-square test. The results of the study indicated that teachers of physics and chemistry in secondary middle school have positive tendencies. The results also showed that there were no statistically significant differences in their tendencies towards employing the inquiry approach in the teaching-learning activities regarding the variable of gender, university degree, the professional certificate, or the years of teaching experience.