Previous studies investigating student-generated questions in a laboratory class compared inquiry to a traditional approach without characterizing the inquiry level. This study investigated the influence of inquiry level on the quantity and quality of student-generated questions over one semester in a General Chemistry course with 356 participants. The researchers studied two types of inquiry in labs: structured inquiry and open inquiry. Quantity and quality of student-generated questions were analyzed and student attitudes were measured using a LIKERT survey while content knowledge was assessed via post-test. A close relationship was not found between the level of inquiry and the quantity or quality of student-generated questions, student attitudes or content knowledge. However, the data highlighted the importance of the teacher in the quantity and quality of student questions.