The purpose of this research was to examine the extent to which teachers use question levels in the teaching of investigation skills. Six question levels based on Bloom's Taxonomy (1956) were examined in this study which included knowledge, comprehension, application, analysis, synthesis, evaluation and affective as well (Ghazali Mustapha, 1998). The sample used was selected from three teachers who each taught Year 1, 2 and 3 classes in a primary school. Three methods of data collection for a case study were used which included observation, interviews and documentation as evidences. Data obtained from the three methods were analysed to conclude the findings of the study. Findings from the study indicated that while teaching investigation skills, teachers often utilize knowledge question levels followed by analysis and comprehension question levels. Questions from the other levels are seldom used in the teaching activities conducted. According to the teacher, the use of the questions enabled students to perform investigation-based activities and to understand the lesson effectively. In addition, the use of questions stimulated students' thinking skills and encouraged active discussions among members in a group work activity. (Contains 7 tables.)