This study investigated the feasibility of designing, developing, and using an interactive computer program which would encourage effective questioning behaviors by participating mathematics teachers. The computer role was that of a fictitious class; participating teachers asked questions at a terminal and the program generated responses of the fictitious class. The program design depended upon articulating models for lesson planning, Henderson's moves and strategies, Polya's approach to problem solving, and a simplified learning theory. Sixty-four students participated in the developing stages of the program. The program was used in conjunction with class discussion. Behavior changes were assessed for a class of 25 participants. Of these 25, 22 exhibited an increase in going beyond the first responses of a student, 19 increased their behavior of modelling a prescribed problem-solving strategy, and 24 demonstrated a positive attitude toward the overall unit. (Author/SD)