The purpose of this research was to analyze the effects of a teaching methodology on the question-asking behavior of elementary school children. A fifth grade social studies class was chosen as the site of this experiment. The teacher, aided by two interns, divided the class of 24 into three equal groups. The group controlled by the teacher was chosen as the subject of this experiment. Four of the eight students were selected for training in the asking of higher-order questions. The four selected students were presented with instruction and training in higher-order question asking through the microteaching procedure. The higher-order question-asking behavior of these four students was then reinforced in their social studies classroom through token economy. The five phases of the experiment were a) baseline-analysis of classroom interaction during the social studies class, b) microteaching, c) reinforcement, d) no consequation-termination of reinforcement, and e) reinforcement-reinstatement of reinforcement. The results of this study indicate that students can be trained to increase higher-order question asking through the independent variable manipulations put into effect in this experiment. A 26-item bibliography is included. (MJM)