Despite the development of a wide body of literature suggesting the efficacy of game-based approaches (GBAs) to teaching and learning, GBAs have not yet been widely adopted by practitioners. A range of challenges face teachers and coaches taking up a GBA with two areas being of particular concern, which are: (1) the teacher's ability to design practice games, analyze learning, and be able to make the necessary adjustments and (2) the effective use of productive and generative questioning. Although these issues are interrelated this article focuses on questioning to provide the attention that the literature suggests it requires with a focus on the practitioners' implementation of GBA. After a brief discussion on theories of learning that support the use of questioning for learning in a GBA, the purpose of questioning is overviewed before the presentation of a range of specific questioning techniques for use in GBA. These are grounded in practical examples and which can be employed by practitioners to implement an authentic GBA.