This qualitative case study employed an existing framework (Chin, 2006) to examine teacher questioning strategies that promote students' higher-order thinking in science. The study explored the instruction of an experienced science teacher and a 10th grade Chemistry class that he taught in a Singapore school. Our methods included lesson observations, questionnaire and interviews. We found that the teacher frequently applied non-evaluative follow-up moves and supportive follow-up moves to student responses in episodes that students appeared to engage in science thinking through classroom talk. Non-evaluative follow-up moves included "withhold evaluations," "restatements" and "reformulations." Supportive follow-up moves were "prompts" that required students to elaborate or clarify their answers and to justify reasoning. Interview findings further suggested that the teacher prompts helped students to build on their science ideas and engaged them in thinking reflectively. We discussed implications for classroom practice to help teachers work towards the goal of nurturing lifelong learners.