THE CONCLUSIONS OF AN EARLIER STUDY LED TO THIS STUDY OF THE EFFECTS OF QUESTIONS INTERSPERSED IN THE READING MATERIAL, OF QUESTIONS PRESENTED AFTER THE MATERIAL, AND OF THE MODE OF QUESTIONING ON LEARNING FROM PROSE. ABOUT 120 PSYCHOLOGY STUDENTS READ TWENTY 10-SENTENCE PARAGRAPHS OF BIOGRAPHICAL NATURE WITH EITHER A QUESTION BEFORE EACH PARAGRAPH, TWO OR MORE QUESTIONS AFTER TWO OR MORE PARAGRAPHS, OR WITH QUESTIONS APPROPRIATELY INTERSPERSED IN THE WHOLE MATERIAL. NO KNOWLEDGE OF THE RESULTS WAS GIVEN AFTER THE QUESTIONS, AND THE STUDENTS WERE NOT ALLOWED TO REVIEW THE PARAGRAPHS. THE POST-TEST WAS A MULTIPLE-CHOICE TEST CONSISTING OF THE 20 QUESTIONS FOUND IN THE MATERIAL READ AND OF 20 NEW QUESTIONS TO TEST INCIDENTAL LEARNING. RESULTS SUPPORT EARLIER FINDINGS THAT POST-QUESTIONING PRODUCES HIGHER LEARNING, PARTICULARLY WHEN THE PACING OF QUESTIONS IS INCREASED. THE HIGHER THE PACING OF QUESTIONS, THE LARGER THE DISCRIMINATION BETWEEN RELEVANT AND INCIDENTAL RECALL. TOO MUCH EXPOSURE TO THE QUESTIONS DECREASED INCIDENTAL RECALL. REGARDLESS OF PACING OR THE LOCATION OF QUESTIONS, HIGHER INCIDENTAL RECALL WAS OBTAINED WHEN THE INCIDENTAL TEXT MATERIAL FOLLOWED THE RELEVANT TEXT MATERIAL. THE MODE OF QUESTIONING DID NOT INFLUENCE LEARNING. A GRAPHIC REPRESENTATION OF FINDINGS IS INCLUDED. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONFERENCE (CHICAGO, FEBRUARY 6-10, 1968). (NS)