This paper considers how teachers' questioning behaviors are observed to change after training in and using clinical interviews. Seven elementary mathematics teachers participated in trainings in clinical interviews. They were videotaped while introducing a new mathematics topic to their students prior to and after four months of the training. Their questions were identified, classified and codified according to their functions. Comparative results showed that teachers' use of questions that shape understanding or press for reflection increased in the post-training lesson. [For complete proceedings, see ED500858.]