THIS INVESTIGATION WAS CONCERNED WITH THE QUESTIONING TECHNIQUES OF ART TEACHERS AT THE FIRST-GRADE, SEVENTH-GRADE, AND COLLEGE INSTRUCTIONAL LEVELS. THESE THREE LEVELS WERE CHOSEN IN ORDER TO DETERMINE THE MAXIMUM EFFECTS OF STUDENT AGE ON TEACHER QUESTIONING. TWENTY TEACHERS, EACH AVERAGING ABOUT 7 YEARS OF EXPERIENCE, PARTICIPATED IN THE EXPERIMENT. THE TEACHERS WERE NOT AWARE OF THE TRUE PURPOSE OF THE STUDY, SINCE SUCH KNOWLEDGE WOULD HAVE INCREASED THE NUMBER OF QUESTIONS ASKED. TWO REPRESENTATIVE LESSONS WITH DIFFERENT CLASSES WERE TAPE-RECORDED 2 WEEKS APART. TYPES OF QUESTIONS WERE THEN CLASSIFIED FOR ANALYSIS. RESULTS SHOWED--(1) DISTINCT QUESTIONING PATTERNS AT EACH INSTRUCTIONAL LEVEL WERE APPARENT, (2) A MEAN OF ABOUT 60 QUESTIONS WAS ASKED PER 50-MINUTE PERIOD, (3) THERE WAS A SIMILARITY BETWEEN A TEACHER'S TWO LESSONS (GREATER AT THE SEVENTH-GRADE AND COLLEGE LEVELS), (4) THERE WAS SOME INTERLEVEL TEACHER QUESTIONING SIMILARITY, (5) QUESTIONS WERE MOST OFTEN PRECEDED AND FOLLOWED BY A QUESTION OF THE SAME TYPE OR BY NOTHING, (6) SOME QUESTION TYPES CLEARLY RECEIVED LONGER ANSWERS THAN OTHERS, (7) TEACHERS RARELY PAUSED TO GIVE THE STUDENT A CHANCE TO THINK ABOUT ANSWERING, (8) FIVE PERCENT OF THE ANSWERS WERE INTERRUPTED BY THE TEACHER (COLLEGE TEACHERS INTERRUPTED MOST FREQUENTLY), AND (9) OVER HALF THE QUESTIONS RECEIVED ANSWERS OF 1-SECOND DURATION OR LESS. FURTHER EXPERIMENTATION IN THIS AREA WAS RECOMMENDED TO SEE WHETHER OTHER TYPES OF QUESTIONING COULD RESULT IN MORE EFFECTIVE WORKING BEHAVIOR. (WB)