In the Perspectives column of this issue, Meredith Park Rogers and Sandra Abel address the importance of teacher questions on student thinking. With school improvement efforts often focused on the curriculum, standards, outcomes, and student work, it becomes easy to overlook the fact that the teacher is the single most important school-based influence on student achievement (Rivkin, Haunsheck, and Kain 1998; Sanders and Rivers 1996). This article builds on the ideas shared in the Perspectives column and presents some methods and strategies that can be used to develop interaction patterns with students that facilitate more informative and productive responses. (Contains 2 figures.)