The process of questioning and its relationship to researching, problem solving, and experimentation are central to visual arts education policy in Queensland, Australia. Students are introduced to the world of visual arts within the context of the late 20th century, diversity, and postmodernism. This challenges students as it demands awareness and an embrace of the questioning process. This paper summarizes findings of a case study that examined the phenomenon of questioning as it occurs during the daily exchanges, situations, and experiences of students. The case study focused on a small group of Hong Kong Chinese students who shared a similar (Confucian) heritage and were receiving their education in Australia. This facilitated focusing on issues relating to cultural diversity and the many faces of learning, understanding, and practice, as pursued in the research of Gardner (1989), and Biggs (1990, 1994, 1996). Questioning is defined for the purposes of this study as a mode of inquiry which ultimately builds a person's "sense of truth,""personal reality," and cultural understanding. The findings indicate that the monitoring and facilitating of questioning is a delicate process; perceptions of questioning represent a complex and confronting process for all individuals; questioning demands continual renegotiation of naturalistic generalizations; an awareness of the questioning process is often highlighted through experiences associated with cross-cultural transitions; and questioning is perceived by these students to be significantly purpose-driven, with an emphasis on outcomes rather than process. (BT)