Inquiry activity is a major source of student investigation which both of the national curriculum standards strongly emphasize for achieving scientific literacy. The purpose of this study was to examine inquiry activities incorporated in high school biology textbooks used in China and Korea. The inquiry activities were examined with regard to inquiry level and science process skills. Bell`s and a modification of Padilla`s framework were used in these analyses. Results show that the Korean textbooks were more exclusively occupied by simple inquiry activities - None of them provided activity more complex than level 2 inquiry. In addition, the Korean textbooks had uniformly basic science process skills, whereas their Chinese counterparts gave students some challenges for higher level process skills. Therefore, it cannot be guaranteed that the activities in the Korean textbooks are helpful in guiding students toward a gradual progression to high-level inquiry. Implications for inquiry-based science education were suggested based on the results of the study.