A study defined more clearly the role of apprehension, motivation, and gender in student questioning. A survey of 118 questions was given to 156 students enrolled in an introductory communication course. The questions were designed to study student perception of the nature of questioning and to examine student-related and instructor-related factors that may influence student questioning. Students were given hypothetical situations in order to examine their questioning behavior. Results included that: (1) instructor or student gender failed to influence communication apprehension level or questioning motivation; (2) students with high classroom communication apprehension failed to respond as positively to the instructor's behavioral interventions as the highly motivated question-askers; and (3) motivation level is a better indicator of question-asking than classroom apprehension level. (Three tables of data are included; 26 references and the question motivation scale are attached.) (Author/SR)