Well-known questioning strategies, built on question classification systems, are examined. Types of question classification systems are identified as: "hierarchical," which are sequential and cumulative; "non-hierarchical," which are based on elements which should not be rank ordered; systems which are "context-bound" to specifics; and "non-context-bound" systems, which are designed for broad issues and ideas. Descriptions and explanations are given of theories on the effectiveness of questioning strategies in four types of classification systems: (1) hierarchical, non-context bound; (2) hierarchical, context bound; (3) non-hierarchical, non-context bound; and (4) non-hierarchical, context bound. Seven implications for teaching questioning strategies to preservice teachers are drawn. Preservice teachers should: (1) be instructed to ask a variety of questions; (2) incorporate higher level questions into lesson plans; (3) pay attention to the quality of each question; (4) take into account the students' ability to respond before asking a question; (5) become knowledgable about the theoretical components of questions so they can adapt and modify questioning strategies to fit their teaching style; (6) learn to ask effective questions through practice; and (7) learn questioning strategies which are effective in specific content areas. (JD)