This study aims to establish the effectiveness of 5E inquiry learning model to enhance the science achievement among Malaysian Year 5 Indian students. Accordingly, the teaching sequence using the context of energy change was structured in such a way that it follows the characteristics of each phase in the 5E inquiry learning model, namely engage, explore, explain, elaborate (expand), and evaluate. The conventional approach, by contrast, was characterised by the teacher-centred teaching. The research design employed was that of a quasi-experiment non-equivalent pretestposttest control group design. A total of 40 students (19 girls and 21 boys) in the experimental group and 40 students (28 girls and 12 boys) in the control group deriving from a rural Tamil National-type Primary School in Selangor participated in the study. The science achievement was measured by means of an author-developed 20-multiple-choice-item test of which the items were drawn from the past standardised national examinations. Given that the content validity was established by means of the test specification table and that the items were drawn from the past standardised national examinations, its validity was safely assumed. The pretest was administered before the intervention while the posttest was administered after the one-week intervention. The findings indicate that the analysis of the pretest and posttest data using Analysis of Covariance (ANCOVA) yielded an F of 593.35 which is significant (p = .000 < .01), signifying that the adjusted mean obtained by the experimental group (90.32) is statistically significantly higher than the adjusted mean obtained by the control group (52.53). The results are discussed in terms of how the key findings relate to other studies and implications for future research are delineated.