This study was aimed to reveal what types of questions were asked by pre- service teachers and what kind of interactions they established with the 5th-8th grade students. The extent to which the questions the pre-service teachers asked are related to the interactions they established with the students was also investigated. Case study, one of the qualitative research method, was employed. 50 pre-service teachers selected by using criterion sampling participated in the study. They conducted clinical interviews with a 5th-8th grade students. Content analysis was adopted while analyzing the data. Results showed that, pre-service teachers largely tended to ask factual questions. In addition, while the interaction level of most of the pre-service teachers having a high achievement level with the students was found to be Level 3, the interaction levels of the pre-service teachers having a medium and low achievement level with the students were found to be differentiated. When the interaction of the pre-service teachers through the questions they asked was evaluated, it was seen that the groups at Level 0 asked very few probing questions but a lot of factual questions. The percentages of the factual questions asked by the pre-service teachers at the other levels were found to be concentrated on the 2nd and 3rd quartiles and the percentages of probing questions asked by them were found to be concentrated on the 2nd quartile. Based on the results obtained, it is recommended to integrate such experiences into undergraduate programs so that pre-service teachers can encounter such experiences.