A majority of the empirical studies on questioning has focused on the effects of prior knowledge on the number and type of questions asked. Research has not been able to find support for the frequency hypothesis and the specificity hypothesis in questioning. The focus of these studies is briefly criticized, and a detailed critical assessment is made of their methods of study. It is argued that many studies on questioning have not succeeded in creating a realistic context of inquiry. Certain minimum conditions are outlined for setting up research on questioning. Also reviewed are the problems with: (1) using the same kinds of questions found in natural interactions; (2) creating a naturalistic exchange between questioner and respondent; and (3) enabling people to use other inquiry strategies besides questioning. It is argued that these issues merit attention because of methodological concerns and because they are likely to lead to important insights about questioning. A 38-item list of references is included. (SLD)