The purpose of this study was to examine the changes in novice and experienced mathematics teachers' questioning techniques. This study was conducted in Sarawak where ten (experienced and novice) teachers from two schools underwent the lesson study process for fifteen months. Four data collection methods namely, observation, interview, lesson plans and journal writings were used for this qualitative case study. Graesser, Person and Huber's (1992) questioning techniques was used to categorise and analyse the questions that the participants employed. The study found that the experienced mathematics teachers moved away from routine factual questions which focused on procedures and final answers which were used in the beginning and by the end of the study, they were able to generate questions to probe the pupils' thinking. They used more probing and guiding questions and began to plan their questions that they wanted to ask. In that way, they worked towards reducing pupils' misconceptions through rich scaffolding questions. Conversely, only one of the three novice teachers showed changes in his questioning techniques. He attempted some innovations with the support and guidance of the participants. However, the other two novices showed a lack of confidence to change. Hence, it can be concluded that changes gradually took place over multiple lesson study cycles as the participants built mathematical knowledge and questioning techniques. (Contains 1 figure.)