The relationship between placement of adjunct questions in instructional material and incidental and intentional learning was investigated. A total of 150 undergraduate students assigned to five experimental groups studied ten paragraphs with questions interspersed at different locations in the text. Performance on incidental items was significantly lower in the question before (QB) than in the question after (QA), question before and after (QBA), and the no-question (NoQ) groups. Performance on intentional items by the QB subjects was significantly lower than the QA and the QBA subjects. The results also suggest that the QB and the QA effects of questions combined additively to produce the performance of the QBA subjects. A surprising finding indicates that although performances differed between the QB, QBA, and QA conditions in the immediate recall task, post reading performance of the QA and QBA subjects became equal and above the QB subjects. This may mean that depth-of-processing is the relevant operation to focus upon. Educational implications are discussed. (Author/RD)