This study explores continuities and discontinuities between patterns of question use during lessons in a bilingual classroom and in the homes of two Spanish-dominant Puerto Rican kindergartners. Ethnographic techniques, including participant observation, audiotaping, and interviews were used to collect data in the classroom and the homes over the course of 1 school year. Qualitative and quantitative techniques were integrated into the data analysis. Both continuities and discontinuities were found in question use in the two settings. The teacher used three patterns of questioning, including the recitation script which is associated with teacher-centered lessons in school. The mothers used the same script in lessons, though the children participated more actively in the script at home than they did at school. Question use was more elaborated in school, and requests for clarification were used more frequently at home. Implications for teaching practice and for further research with Latino families are discussed, as is the need to recognize and build on the convergence of language use and interaction practices in homes and schools. (Contains 3 tables and 37 references.) (Author/SLD)