Abstract Inquiry-based learning (IBL) emphasizes learning through experiencing and constructing. Where IBL is often applied in science education, the conceptualization of IBL practices in mathematics education is less obvious. We compared students’ reports on IBL practices in two different teaching cultures as an attempt to better understand IBL practices in connection with overarching teaching cultures. In this study, we investigated IBL practices in lower-secondary mathematics lessons in the Beijing area and the Netherlands through a survey about the experiences and preferences of 858 Chinese students and 441 Dutch students. Results show that students from the Beijing sample reported experiencing IBL activities in most mathematics lessons, while students from the Dutch sample reported them in some lessons, and both preferred the same amount of IBL activities as they experienced. The Dutch sample reported little experience with posing questions to tackle. The study also suggests a correlation between IBL experience and IBL preference of each class: students with more IBL experience are likely to show a higher preference for IBL activities. Results of this study do not confirm expectations based on stereotypes about the two teaching cultures. The students’ perspective in both samples suggests that providing complex problems and organizing group work have potential for further encouraging IBL in mathematics.