Proof-writing is probably one of the most difficult skills for students to master in geometry. This may be due to the fact that students are not being taught the critical thinking skills necessary for proof-writing. The purpose of this paper is to illustrate how the ReQuest method can be used in the geometry classroom to improve students' question generation and proof-writing skills. In the first part of the treatment, a teacher must establish an atmosphere which is conductive to student participation and students will need to master the basic mechanics of questioning by modeling the teacher's questioning. The second step involves teaching students how to develop their own questions by turning sentences into questions and by having students take time asking and answering questions about given information. The last stage, proof-writing, is demonstrated by using the ReQuest method to collect the information necessary to write the proof. Several cautions for using this method are discussed. (YP)