This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (Krashen, 1985) and language output (Swain, 1985), along with a reciprocal interaction model of teaching (Cummins, 2000), guided our understanding of teachers' use of questions to engage students in book-based extended dialogue in each target language. We utilized digital video recordings and field notes to capture the naturally occurring teacher-child interactions of read-aloud activities in two dual-language preschool classrooms over a period of two months. Findings revealed that teachers asked a variety of questions, exhibiting a multitude of functions and levels of cognitive challenge; however, question types were not equitably distributed across the two instructional languages as teachers asked significantly more "inference-based" and "factual" questions during Spanish-medium read alouds and more "experience-based" and "word-focused" questions in English-medium read alouds. Implications for practice are discussed. (Contains 2 tables.)