How students ask questions as they learn has implications for understanding, retention, and problem solving. The current research investigates the influence of domain, age, and previous experience with content on the ways students approach questioning across history and science texts. In 3 experiments, 3rd-, 8th-, and 10th-grade students in large urban schools in the Northeast United States were asked to read history and science passages and generate questions whose answers would help them improve their understanding. Results indicate a persistent main effect of domain on questions asked across studies. Students generated significantly more questions regarding the purpose or function of ideas in science passages and generated significantly more questions requesting supplemental information across history passages. Implications for instructional design and classroom instruction will be discussed.