The purpose of this mixed methods study was to determine how teachers use questioning techniques in their mathematics classrooms and if teacher questioning techniques correlate with student achievement in mathematics. As pacing and rigor increase and students learning styles vary, schools are challenged with finding new ways to make connections between students and the content. It is imperative that teachers reflect on their instructional practices and explore strategies for improvement. Questioning is crucial to instructional practices and student engagement. Determining the types of questions to improve problem-solving skills has been proven important over the years. According to the National Council of Teachers of Mathematics (NCTM) Standards (National Council of Teachers of Mathematics, 1991), new learning occurs as students actively assimilate new information, experiences, and have the opportunity to create their own meanings. Using triangulation with concurrent mixed methods, three variables were used including observations of mathematics lessons, a teacher post-conference, and PVAAS teacher three-year averages. Qualitative data was collected through observations and post-conferences while quantitative data was collected through the PVAAS teacher three-year average composite 0-100 scaled score. The results from this study will better inform stakeholders as they make decisions which impact students and their education. This dissertation could support the rationale for particular professional development, pre-service teacher education programming, and administrative observations and guidance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]