Nurturing autonomous learners is a fundamental instructional goal, aimed at honing students' problem-solving skills for use in later educational and career experiences. The study explores the results of a yearlong program providing professional learning to mathematics student teachers with the aim of nurturing mathematically talented students (MTS) as autonomous learners in heterogeneous classes, using generic questions. Taking one program participant (Effy) as a case study, the research examined changes in her stated goals, questioning approach and reflection in the context of nurturing students' autonomous learning while problem solving (with a focus on asking generic questions). Applying a qualitative paradigm, I analyzed Effy's reflective reports, her videotaped excerpts of her teaching situations, her assignments, and her initial questionnaire. Findings suggest that she moved from using small-step teaching towards asking generic questions through a four-stage process of change: exposure, modification, incubation, and accommodation. Changes were detected in her stated goals, instructional approach, and reflection on action. The study provides empirical support for the notion that teachers can be taught to use generic questions with the aim of promoting autonomous learners.