Discussed are the effects that cognitive level of teachers' questions and questioning strategies may have on student achievement. Thirty-two preservice elementary teachers were stratified by the grade they were teaching, either primary (grades 1-3) or intermediate (4-5), and randomly assigned to treatments. Treatment levels consisted of mini-lessons in which questions were asked as follows: only high-level questions, only low-level questions, or a mixture of high and low questions. Questioning strategy was either multiple response questioning, in which the same question was redirected to a number of students, or single response questioning, in which only one response was accepted before asking the next question. Results indicate no significant difference among the three treatment levels on any of the criterion measures, but that redirecting questions is an effective strategy when working with small groups of children. It is further implied that the potency of redirected questioning diminishes as the cognitive demand of questions increases. (CS)