Asking questions is a salient event in group learning environments such as classrooms. Laboratory experimental results indicate that co-learner questions can affect judgments of comprehension. A study involving 94 male and 209 female students at a large midwestern university examined whether students would be aware of such alterations in comprehension judgments in classroom settings. Results indicated that students' awareness of having monitored their comprehension was higher when co-learners asked questions, and in a classroom where teachers discouraged questioning. Students indicated lower levels of understanding when an inquiring co-learner rarely asked a question, and in a class where questions were discouraged more than encouraged. Contrary to prediction and prior evidence, there was no indication that whether co-learners did or did not ask questions influenced students' judgments of comprehension adequacy. Students indicated that they were more likely to ask a question when other students asked, when a questioner had rarely done so in the past, and when teachers encouraged questioning. (Six figures of data are included.) (Author/RS)