A study investigated the effects of a teacher inservice program on teaching fourth grade students the functional relationship between questions and the response information to which they refer. Ten teachers and 180 of their students participated in the study. Three of the teachers participated in a traditional half-day teacher workshop on question-answer relationships, three in a more extensive training program that included specific materials and weekly monitoring with feedback, two in practice-only classrooms, and two in no-treatment classrooms. Pretest and posttest data examined students' performance in identifying and responding to (1) text explicit questions (with response information explicitly stated in the same sentence as the question information), (2) text implicit questions (requiring integration of text information across sentences), and (3) script implicit questions (requiring the readers to rely on their knowledge base, or schemata, for response information). Results of ten weeks of instruction revealed that high ability students outperformed average and low ability students, and that performance on text based questions was higher than performance on script based questions. Students in both training groups were superior to the control group students in the quality of their responses. Students whose teachers had received more extensive and programmatic training were better able to identify the question-answering strategy required by each question, though they did not differ in their internal consistency or response quality. (RL)