This study examined how two experienced instructors of EFL (English as a Foreign Language) literature treated questions posed by students during classroom discussions. Data came from two semester-long college-level classes in Turkey. Video recordings of the classes in one semester, field notes taken during the observations, and interviews with both instructors and six students from each class provided the data for this study. We identified the categories of student questions and analysed how each instructor treated them. This was an important step as the later analysis demonstrated that teachers' treatment of student questions, such as providing a direct answer or using a counter-question, had some relationship with the question type. Findings of the study revealed that generally, both instructors preferred to give direct answers to most of the student questions. However, they utilised a balanced approach of supplying direct answers and asking counter-questions proportionately to respond to some specific question types. Our study concludes with practical educational implications.