A study of question and response patterns in middle and secondary schools in Indonesia is presented. The study examines questioning from the point of view of several previous studies. Interactions in 12 classes in English and in Bahasa Indonesian were videotaped in three middle schools and three secondary schools. Analysis of the data revealed patterns showing that teachers using traditional approaches to teaching vary significantly in function, form, level, rate, and participant structures in their questioning interactions with students. Using classifications adapted from Bloom's Taxonomy of Educational Objectives in the Cognitive Domain, teachers' questions were analyzed for the level of cognitive reasoning expected in the responses. The patterns that emerged revealed sequences marking (1) transitions in teacher objectives and (2) the degree to which teachers involve students in higher order thinking. This evidence refutes assumptions that classroom interaction is marked by lower-level teacher questioning and rote echoic responses. However, it is also concluded that analysis of the level of questioning must be accompanied by analysis of the level of response received. A 53-item bibliography and 12 line graphs are included. (MSE)