The present study followed four prospective teachers through the process of learning to interview during an undergraduate research project experience. Participants conducted and video recorded a series of interviews with children. They also carried out guided analyses of the videos and written artefacts from the interviews to formulate conjectures about how to improve their questioning techniques. Communicating the purpose of the interview to children and formulating probes spontaneously were particularly difficult for participants. However, the experience helped participants realise when they were providing too much guidance and also when they missed opportunities to have children further explain their thinking.