Despite inquiry-based teaching was introduced and encouraged as significant tool to develop students‘ scientific knowledge and habits of mind, its implementation has not been well established in science classrooms in Korea. To understand the challenges and difficulties of the practice of inquiry practical work, this study particularly aims to understand how pre-service teachers‘ understandings of inquiry and practical work have been shaped in educational and social contexts in Korea and later how their views and willingness could be developed through redesigning and practicing textbook activities. 25 third-year students in an elementary science methods course in Korea participated in the study. Mixed methods including questionnaires and reflective discussion and writing were employed for data collection. The pre-service teachers expressed their ideas and difficulties of inquiry approach in their everyday classroom conditions and social situation and thus unwillingness to attempt its practice. Throughout the study, they gradually overcame their resistance and reluctance toward inquiry and practical work and develop willingness and motivation to practice in everyday science classrooms. This study further suggests need for thorough examination on teachers‘ situated contexts for developing ways of inquiry-based practical work.