After accepting the principal position at Farmersville (TX) Junior High, the author decided to increase instructional rigor through question mapping because of the success he saw using this instructional practice at his prior campus. Teachers are the number one influence on student achievement (Marzano, 2003), so question mapping provides a framework that they can use during the instructional planning and delivery stages of a lesson. This strategy ensures that students are not only asked higher-level questions but also required to respond with higher-level answers. The practice uses a backwards design approach, so teachers must identify the areas of high need in a lesson, develop corresponding higher-level questions, and then anticipate students' responses before presenting the lesson. This intentional approach sets high student expectations and creates a learning environment that gives students and teachers continual formative data throughout every lesson.