Since the questioning process is critical in stimulating student learning, an urgent need for more extensive, controlled research on this topic exists. Previous studies indicate that a high percentage of questions asked by teachers call only for factual answers and that oral activity in the classroom is largely teacher-dominated. Further, no studies have attempted to ascertain the extent to which teachers transfer and use their own questioning skills in the classroom. Several factors contribute to the discrepancy between what teachers have been taught regarding questioning and what they actually practice in the classroom. These factors are: (1) numerous and inconsistent question classification systems confuse teachers, (2) research methodologies of even the most significant studies are questionable, and (3) the limited perception of the questioning process does not concern itself with student-posed questions. Current research studies examine the effectiveness of teachers trained in questioning techniques as opposed to untrained teachers, the relationship between the cognitive level of a teacher's question and the cognitive level of the student's response, the relationship between high- and low-level questions and different types of stimuli, and the relationship between questioning and problem solving in preschool children. Future research should be oriented toward fitting different types of questions to established strategies, determining the connection between different types of instructional media and levels of questioning, and identifying the effects of different types of questioning strategies in teacher-training situations. (KC)