TO COMPARE SEVERAL METHODS OF DEVELOPING CLASSROOM QUESTIONING (PROBING) TECHNIQUES VIA DISTRIBUTED PRACTICE AND IMMEDIATE FEEDBACK, WHEN THE LATTER EMPLOYED VIDEOTAPED PERFORMANCES OF THE LEARNER, 85 INTERNS WERE VIDEOTAPED ON 4 OCCASIONS DURING THE FIRST 20 MINUTES OF REGULAR CLASSROOM LESSONS. IN BETWEEN TAPINGS THEY RECEIVED 30 MINUTES OF SUPERVISION, IN WHICH THEY VIEWED PLAYBACKS OF EARLIER TEACHING ALONG WITH A CRITIQUE FROM AN EXPERIMENTER WHO PROVIDED DISCRIMINATION TRAINING. WITHIN-SESSION FEEDBACK WAS HELD CONSTANT, AND AMOUNT OF PRACTICE AND DELAYED FEEDBACK WAS MANIPULATED, OVER 4 EXPERIMENTAL GROUPS. A POST-TEST WAS VIDEOTAPED ABOUT 7 WEEKS AFTER TRAINING. INTERNS WERE TRAINED IN PROBING TECHNIQUES (CLARIFICATION, CRITICAL AWARENESS, REDIRECTION, PROMPTING, REFOCUS) WHICH DEPENDED ON PUPIL RESPONSE, AS WELL AS AN ENCOURAGING DIVERGENT THINKING, ROLE PLAY IN BRIEF, AND PUPIL SUMMARY. TREATMENT DIFFERENCES, THOUGH NOT ENTIRELY CONSISTENT, FAVORED MASSED PRACTICE-IMMEDIATE FEEDBACK OVER DISTRIBUTED PRACTICE-REINSTATED FEEDBACK IN INITIAL ACQUISITION OF PROBING BEHAVIORS. THE FORMER ALSO PRODUCED SIGNIFICANTLY MORE FREQUENT PROBING THAN DISTRIBUTED PRACTICE AND IMMEDIATE FEEDBACK. RETENTION INFERENCES CAN BE DRAWN FROM THE FACT THAT DISTRIBUTED PRACTICE-DELAYED FEEDBACK GROUPS MAINTAINED HIGHER PROBING RESPONSE RATES ON THE POST-TEST THAN DID MASSED PRACTICE-IMMEDIATE FEEDBACK. (AF)