In this study the effects of operational level on the quality of children's questions and on their free recall were investigated. Subjects were 65 second-, fourth- and sixth-grade children. Children's operational levels were decided by their performance on nine Piagetian tasks. A question asking task was used to study their question quality. At the end of the tasks session, and one month later, the children were asked to recall stimulus materials based on two Piagetian tasks and on the questions task. Analyses of variance yielded significant F's for all main effects and no significant interaction terms. Implications for instructional intervention are made. One instructional implication of this study is the need to match teachers' questions to children's questions to facilitate their recall of meaningful material. (Author/MS)