This multiple case study investigated the relationship between kindergarten teachers' questions and children's responses. The classroom discussions of 4 groups of children and their teachers (all middle income level) were taped and classified into five different question and response categories. Results indicated that: (1) some teachers ask more questions than others; (2) cognitive-memory and convergent questions were asked more frequently than evaluative, divergent and routine questions; and that (3) the level of responses given by students was highly congruent with the level of questions asked by teachers. Results suggest that more questions should be asked in the evaluative and divergent thinking areas in order to encourage creative responses. A need for teacher training in asking questions which elicit higher order cognitive responses is seen. (RH)