Many instructors strive to encourage student reading outside of class and active learning in class. One pedagogical tool, structured reading questions, can help do both. Using examples from question sets across six courses, the authors illustrate how reading questions can help students achieve the six active-learning principles described by Svinicki (1991). Qualitative and quantitative assessment data indicate that students often complete readings before class, that they view the questions as very helpful in their learning, and that they use the questions primarily to help understand what information is important and connect it to prior knowledge. Some differences in use are evident across class standing. (Contains 7 tables.)