The major problem investigated was to assess the effectiveness of an instructional procedure designed to develop skill in questioning, as a teaching technique, by prospective science teachers. Subproblems investigated were to determine: (1) if skill developed during this instructional sequence would transfer to the student teaching experience; and (2) possible relationships of selected personality factors to the development of questioning skills. The study extended over three quarters. Student teachers were given the Otis Quick-Scoring Mental Ability Test, Gamma Test, Form Em, to measure intelligence; the Myers-Briggs Type Indicator, Form E, to measure personality type; and the Educational Set Scale by Siegel and Siegel, to measure educational set. The 42 individuals involved in the study appeared representative of the population of pre-service secondary school science teachers enrolled at The Ohio State University. Questioning appeared to be a skill that could be developed, through instruction and practice, by these individuals. The development of questioning skill did not appear to be limited by intelligence, sex, personality type, or educational set, insofar as this sample was concerned. (Author)