This paper reports on a study carried out in the framework of the Go-lab Goes Africa project, in which teachers implemented online and offline Inquiry Learning Spaces (ILS) in their classes using the Go-lab platform. After a brief description of the Inquiry Based Learning (IBL) methodology, of lab work and in particular virtual labs for STEM education, and of the process of preparing teachers for using IBL in class, we highlight the methodology used in this study, and finally report the results. Our results show that (i) the introduction and class enactment of a digital inquiry-based learning platform in Africa is possible (although challenging with respect to pedagogy and infrastructure), and (ii) does lead to student learning, (iii) for this to take place teacher training with respect to the Inquiry Based Learning methodology, and the development of an ILS are necessary, (iv) the digital infrastructure at school is sufficient for offline use, however, poses problems when online ILSs are used, and (v) a local partner needs to provide assistance, mainly to set up the infrastructure (installation of the ILS and the viewer) at the beginning of the lesson, and to assist students with computer related queries.