The purpose of this research project was to analyze the act of questioning (i.e., the types of questions asked by teachers in class discussions) in order to discover possible patterns of inquiry exhibited by teachers. Each of the 30 participating elementary school teachers (randomly selected from the greater Wichita area) was asked to provide three 15-minute tape recordings of classroom discussions related to ongoing learning activities. One tape was requested early in the first semester, one at midsemester, and one near the end of the school year. Analysis of the resultant data, in terms of the kinds and frequency of teacher-initiated questions, yielded the following conclusions: "(1) that the individual teacher does exhibit a pattern in the kinds of questions she asks when the sample is drawn over a one-year period; (2) that there is no apparent general pattern exhibited by all teachers; (3) that there are some specific patterns exhibited by many teachers which are consistent throughout the year, such as opening discussion sessions with a convergent question and using a divergent question at discussion midpoint; and (4) that teachers used the inquiry for student opinion as their primary divergent activity." Appendixes include a graphic presentation of the tape analysis and the Questions Analyzer (the instrument designed to classify types of questions.) (Author/JS)