The purpose of this research was to examine question asking practices in a youth participatory action research (yPAR) after school program housed at an elementary school. The research question was: In which ways did the adult question asking practices in a yPAR setting challenge and/or reproduce conventional models of power in educational settings? We aligned Fink's taxonomy ("Creating significant learning experiences: an integrated approach to designing college courses." Jossey-Bass, San Francisco, 2003) to Freire's ("The pedagogy of the oppressed." Continuum, New York, 1970/2000) banking concept and problem-posing educational models. All adult questions were categorized from twelve randomly selected yPAR sessions over 2 years. The program served 4th and 5th grade students. Of the 500+ questions adults asked, 17% were foundational (aligned with Freire's banking concept). All other questions were aligned with Freire's problem-posing model. Specifically, 34% were application, 3% were integration, 15% were caring, 11% were human dimension, and 8% were learning how to learn questions. By studying question asking patterns and practices, we gained a better understanding of how students and adults navigated this particular after school space, which, at its core, sought to disrupt conventional notions of power and status.