Recent research has focused increasingly on student-led inquiry into socio-scientific issues (SSI) as a way of developing the skills and knowledge of sci-ence in secondary school students. However, there are barriers for teachers implementing this type of inquiry such as lack of pedagogical skills. This study explores the experiences of pre-service teachers (PSTs) as they engage in student-led, research-based inquiry in the context of SSI relating to the societal implications of a technological application of science. It is proposed that through engagement in this type of inquiry as learners that the PSTs will develop the skills and knowledge of science and overcome some barriers to implementing inquiry in their own teaching practice. 43 PSTs completed an open-ended questionnaire relating to their experience and their answers were subject to thematic analysis. Findings indicate that the PST experience focused on development of research and presentation of evidence. When demonstrating their knowledge, the PSTs did so within the context of the SSI. Implications for the implementation of inquiry in the context of SSI in secondary schools and for initial teacher education are discussed.