This study explored whether the addition of visual examples through laser disc instruction influenced the learning and application of convergent and divergent questioning techniques and wait-time by preservice elementary education teachers during their clinical experience. The study compared the difference in the frequency of convergent and divergent questions asked and the length of wait-time I (the initial wait-time when an instructor waits for the first response) and wait-time II (the total time a teacher waits for a class to respond to the same question) between a control group of 28 subjects and a treatment group of 25 subjects. The control group learned questioning and wait-time use through typical verbal and written procedures. The treatment group learned in the same way but also received additional examples of question types and wait-time using a laserdisc format. Both groups participated in microteaching instruction during their clinical experience. An analysis of the frequency of convergent and divergent questions asked by the preservice teachers and the length of wait-time was conducted to determine the added benefit of the laser disc instruction. Results indicated that the use of laser disc materials did not significantly increase preservice teachers' use of divergent questions over convergent questions. An appendix contains a taxonomy outline. (Contains 11 references.) (JB)