The current Study aimed at investigating the effectiveness of utilizing inquiry-based learning to develop EFL Students' Speaking Fluency at the Faculty of Specific Education. The researcher used two groups (Control and Experimental) to achieve this purpose. she chose one experimental group randomly consisting of thirty from the four level university students "Mass media department" who utilized inquiry-based learning. In addition, the control group was taught by the traditional method. The researcher designed the EFL Fluency test, and the approach based on inquiry-based learning. After performing the statistical analysis, there were statistically significant differences between the experimental and the control groups' mean scores in the post-administration of the EFL Fluency test in favor of the experimental group, and statistically significant difference between the mean scores of the experimental group in the pre-and post-administrations of the EFL fluency test in favor of the post-administration. Also, there were no statistically significant difference between the mean scores of the experimental group in the post and follow up administration of the EFL fluency test. Finally, inquiry-based learning had a positive influence on enhancing fluency.