The purpose of this study is to diagnose the current status of scientific inquiry teaching in biology education for gifted high school students, and to suggest a general plan for improving biology teaching. The outlines of the suggestion are as follows. 1. Biology textbook far gifted students should be developed separately from the one far normal students. 2. There should be more emphasis on individualizd instruction and independent research. 3. Entrance exams should be focused on measuring, science aptitude and scientific reasoning. 4. The class size should be limited to 20 or less so that student-teacher interaction can be maximized.