This project investigated the effects of increasing teachers' wait times on general questioning skills in science teaching. Variables were separated through the use of four treatment groups, each containing ten science teachers. Schools were randomly assigned to four treatment conditions from a subsampling of middle schools in a central New York state county. One group received instruction in wait time using a newly developed electronic feedback device that monitors the duration of teacher and student pauses; a second received general questioning skills instruction; a third received both types of instruction; and a comparison group received no instruction of either type. Use of written materials on questioning produced only a slight increase in teacher wait times, but feedback devices caused significant increases. Interaction effects were found significant favoring those who had access to the devices without the additional complication of reading the written materials. Treatment effects were maximized at the project's fifth week, and diminished as the school year's end approached. The greatest behavior change noted in analysis was the increase in the amount of total classroom discussion time with active student participation. (MP)