A growing body of research underlines the importance of successful relationships between and among teachers especially in teacher education programs that are often considered as a part of the larger administrative unit. Both in preservice and inservice professional development programs nature and quality of relationships matter simply because practitioners work with the mentors or trainers often in a hierarchical way. In order to inquire about some particular aspects of one's teaching practices, a collection of questions are asked during post-observation conferences. Asked orally or in written forms, such questions help not only recording the facts or features related to one's teaching but also bring more possibilities to deepen the knowledge produced in such an interaction. In this paper, hypothetical questions, devil's advocate questions, ideal position questions, and interpretive questions are introduced and discussed. (Contains 1 table.) [This paper was published in: Tutunis, Birsen, Ed. Proceedings of the Third International ELT Conference: Theory and Practice of TESOL.]