Using questions in the classroom setting is an age-old practice and has been an influential technique of teaching for centuries. Questions are often used to enhance comprehension and develop critical-thinking skills in students. This technique of teaching stimulates learners to think, learn and act. The study aimed at exploring teachers' beliefs on the use of questioning strategy in the ELT classrooms. The narrative inquiry approach was adopted as a research method for this study. Three secondary level English teachers, purposively selected, from three secondary schools of Kathmandu, Nepal took part in this study. This study employed interview as the method for data collection. The data were described and analyzed descriptively. The study revealed that though the teachers used both divergent and convergent questions in the classrooms; they gave priority to divergent ones. The participants perceived divergent questions important in the ELT classrooms as these questions permit exploration of multiple ideas. Regarding the junctions in which they asked questions, they asked most of the questions in the 'while teaching phase' of the lesson. Teachers asked questions in the classroom for motivation purposes. Teachers used questioning strategies in the classroom as teaching tool to promote comprehension and stimulate critical thinking. Questions also served as a tool to evaluate the students and means to engage them in classrooms activities.