Questioning skills are significant pedagogical strategies in science teaching and learning. This study explored the questioning skills of a trainee teacher during a 10-week practicum period. The trainee teacher was audio-taped and evaluated in the form of an action research methodology was done in the first two weeks. The quantitative data collected was analysed according to the categories of questions, the frequency of questions in each category, the probing and follow-up questions leading to high-order thinking were noted. The wait time period for each question was recorded with reference to the level of the question. The findings showed that the trainee teacher focused on the yes-no type of questions and the short-answer type of questions with little or no probing or follow-up of the student's answers. The wait-time was on the increase indicating that a longer wait time for higher-order questions was emphasized. (Contains 3 tables.)