A teacher education program intended to increase the variety of questioning techniques employed by science instructors is presented and evaluated. Used by four different groups of secondary teachers, this module presents a question category classification structure based on the Aschner-Gallagher system, but modified to be specific for science teaching. The bulk of instruction is intended to be done by the programmed materials which are provided and a provision is made for self-assessment. From the four groups who voluntarily participated in the program, the author found significant increases in the variety of questions used in teaching by groups composed of student teachers and graduate students, but non-significant increases for two groups of inservice science teachers. Suggestions for the improvement of the module from both those who have participated in the training groups and the author of the module are included. (CP)