A total of 50 college students enrolled in different sections of a language arts methodology course served as treatment and control groups to investigate the effects of student-generated questions on test performance. Periodically throughout the course, students in the treatment group received instruction in effective questioning techniques by discussing and evaluating hypothetical test questions produced by the professor and participating in a reciprocal questioning strategy, known as "ReQuest," designed to help students think as they read. Treatment group students were also required to compose two multiple-choice and two true-false questions for the 12 chapters in the course textbook. Three tests and a comprehensive final examination served as the independent measures. The results of analysis of covariance and the Johnson-Neyman Technique indicate that the treatment condition was effective only for students with higher levels of prior knowledge related to language arts methodology upon entry into the course, and that it was detrimental to students who had lower levels of prior knowledge, as reflected in the pretest scores. (TJH)