This qualitative study will address some potential reasons why reform-based mathematics has not been implemented in the secondary mathematics classroom. It will explore the beliefs, perceptions, and thoughts of mathematics teachers using a particular reform strategy called open-ended questioning. Although teacher beliefs, perceptions, and knowledge have been studied significantly, this research will extensively investigate the perceptions, beliefs, and thoughts of instructors as it pertains to using open-ended questioning. The approach used for this research will be an interpretive multi-case study. Three mathematics teachers with different levels of teaching experience and a similar number of years using open-ended questions were studied. Theoretically, the researcher selected the stance of a constructivist-interpretivist throughout all aspects of this investigation. All assumptions of this theoretical framework will be considered throughout the study. Data were collected from three main sources which include: five interviews, three months of reflection journals, and document analysis. It was found that all participants slowly progressed toward the use of open-ended questioning and started by using pre-made open-ended problems. Two of the three participants eventually moved to the use of self-created open-ended questions, while the third participant has not reached that level. Moreover, another finding is about the independent creation of open-ended problems which were described as "reversal" problems and stripped-down textbook problems. These findings are helpful in the sense that implementing open-ended questioning can start off simply and work toward a more independent creation of problems. Contrastingly, reform strategies are often presented in a way that changes both practice and curriculum. However, a better option may be the use of open-ended questioning, which can be used with the current curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]