Inquiry-Based Learning (IBL) has emerged as a student-centered pedagogical approach that encourages learners to actively investigate questions, problems, and real-world phenomena. Unlike traditional teacher-centered instruction, IBL promotes critical thinking, problem-solving, collaboration, and independent learning. This study examines the relationship between Inquiry-Based Learning and academic achievement through a comprehensive review of empirical studies, educational theories, and classroom implementations. The findings suggest that IBL positively influences student achievement by fostering deeper conceptual understanding, enhancing motivation, and developing higher-order cognitive skills. Furthermore, inquiry-driven environments encourage active participation and lifelong learning competencies. However, successful implementation requires adequate teacher training, curriculum alignment, and institutional support. The study concludes that Inquiry-Based Learning represents a powerful instructional strategy capable of significantly improving academic outcomes across diverse educational settings.