In the last two articles, the authors introduced the concept of Socratic questioning and its relationship to critical thinking. They illuminated how understanding the concepts embedded in critical thinking naturally generates questions. For example, a thinker who understands the elements of thought asks questions which probe the parts of thinking. A thinker who understands the role of intellectual standards in disciplined reasoning asks questions that target the assessment of thinking. A thinker who understands the need for students to connect learning to their lived experiences gives numerous examples of questions that can be used everyday to foster student engagement. In this article, the authors focus on the formal mechanics of Socratic questioning. They distinguish three general categories of Socratic questioning: (1) spontaneous; (2) exploratory; and (3) focused. Each of these modes of questioning represents orientations one can adopt in cultivating student thinking. All three require skill in questioning. All three require the instructor to pick from among a wide variety of intellectual moves. All three require judgment in determining when to ask which kind of question. Of course, at any given time, there is no one best question, just better or worse ones.