The questioning behavior of college faculty is descriptively analyzed. The cognitive levels of questioning patterns of professors are described and the differences in these levels and patterns are examined across the variables of institution size (small or large), sector (public or private), course level (beginning or advanced), and discipline (humanities/social sciences/arts or science/mathematics/engineering). Relationships between the cognitive level of the professor's question and the overall cognitive levels of both the professors and students are analyzed. The sample included 40 professors in four institutions. Four audio tapes were made per professor in the course of a semester. The tapes were analyzed according to the Amidon Multiple Category System, the Florida Taxonomy of Cognitive Behavior, and the Aschner-Gallagher System. Statistical analyses of the results revealed that many of the classes were void of intellectual interchange between faculty and students, and lacked vigor. It is proposed that the technique of questioning is potentially more useful, and that faculty development programs could include training in this technique. (Author/MSE)