Higher-level questioning is an instructional method often recommended to challenge cognitively gifted students. However, professional development is needed to help teachers improve their ability to ask higher-level questions. Therefore, we developed an intervention based on Bloom's taxonomy, consisting of a 2-h session in which teachers learn how to integrate higher-level questioning into regular lessons, for use in any content area. Our aim was to determine whether this intervention is effective in fostering the motivation and engagement of students, and of cognitively gifted students in particular. The study is a randomized controlled trial with an intervention group of 17 subject teachers and their students (n = 268) in Grades 7 and 8, who received a training in higher order questioning, and a control group (education as usual) of 17 subject teachers and their students (n = 299). Control teachers taught similar subjects and contents as intervention teachers. Students in both groups reported on the number of higher order thinking questions asked by their teacher before and after the training. In addition, students' motivation and engagement during classes were measured at pre- and posttest. Students in the intervention condition reported an increase in teachers' use of higher-order thinking questions, which in turn related positively to their autonomy need satisfaction, engagement, and motivation. Students benefitted equally from the intervention, regardless of teacher-perceived giftedness.