This study aims to investigate elementary school mathematics teachers' (teaching grades 5-8) questioning skills in class. It also includes observation of the questioning skills of two elementary school mathematics teachers teaching eighth grade. This mixed-methods research study follows an explanatory sequential design. Initially, quantitative data were collected from 265 elementary school mathematics teachers through a questioning survey developed by the researchers. Qualitative data were obtained by observing two teachers who answered this survey and were easily accessible to the researchers for six weeks. One of the researchers was in the role of participant-observer in this observation process, and both teachers were observed for six weeks. Findings from the survey show that mathematics teachers' in-class questioning skills are at a good level. However, the observation results yielded findings that contradicted the survey results. The survey findings indicate that the item on teachers' use of open questions had a higher mean value than the items on closed-ended, rhetorical, and managerial questions; however, the observations showed that teachers used these types of questions more frequently than open questions. Again, while the survey results yielded higher means for teachers' use of real-life and metacognitive questions, these question types were not frequent in the observation findings. The survey also demonstrated longer teacher wait time, also inconsistent with the observational data that showed shorter wait time. Teachers reported high values for in-class discussions on the surveys, yet the observations included very few instances of students participating in these discussions. The findings of the study are discussed with references to the existing literature.