This study described and analyzed questions that teachers ask their pupils and investigated the teachers' responses to their pupils' answers. An attempt was made to determine if teachers from different grade levels used different question-and-answer techniques during daily classroom interaction. Two hypotheses were investigated: a) no significant differences were found between second- and fifth-grade teacher groups in oral interrogatory soliciting techniques and b) no significant differences were found between second- and fifth-grade teacher groups in oral interrogatory responding techniques. Thirty minutes of verbal interaction between 10 second-grade and 10 fifth-grade teachers and their students were analyzed by five readers. The soliciting techniques were categorized according to memory; associative, ratiocinative, evaluative, and clarifying behavior; skill demonstration, rhetorical behavior, managing the classroom, and controlling behavior. The responding techniques were grouped under accepts or praises, clarifies, corrects, criticizes, asks a question, directs, and lectures. Analysis yielded acceptance of both hypotheses. Some conclusions of the investigation are a) classroom interaction emphasizes clarification of ideas, memory, and ratiocination and b) similarity between the two teacher groups was most pronounced in the responding technique. (Four tables of statistical data are presented.) (BRB)