This study shares two frameworks for analyzing teacher actions that support students in generalizing and examines how those frameworks align with teacher questioning. One classroom teaching episode focused on the mathematical activity of generalizing is shared to illustrate effective generalizing promoting practices. We found several patterns of productive and unproductive generalizing promoting actions and questioning. Repeating generalizing promoting actions in succession were needed to produce student generalizations. Priming actions that set up for later generalizing promoting were helpful when students struggled to identify and state generalizations. Connection questions promoted generalizing, but justification and concept questions did not. Further research will explore the additional strategies to support teachers in fostering student-created generalizations. [For the complete proceedings, see ED630210.]