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This study is concerned with the contribution and incorporation of questioning within the learning process in Primary Schools. The study investigates whether questions, when implemented correctly, increase effective learning and considers some techniques and methods currently used. It reviews, whether through questioning teachers can teach students how to think, in order to become more effective thinkers of learning. It investigates also, whether questioning as a valuable tool, can enables both students and teachers to establish what is already known and to use this knowledge, in order to develop new ideas. In addition, this study attempts to explain how we, as teachers, can become more thoughtful of how questioning work and simultaneously we should able to teach our students how to acquire Knowledge, by asking the proper questions. The study presents also a literature review, a small case study to questioning in a Primary School and the data collected from 100 questionnaires which addressed to primary school teachers. It concludes that, questioning is a fundamental tool of teaching and has more potential for stimulating students’ thinking than teachers are currently aware. Underlying the simple idea of asking questions, there is a complex network of different types of questions that should be considered and each type aims specific learning objectives. Different types of questions generate different types of thinking and feeling. The study also concludes that, effective questioning not only depends upon the types of questions that teachers ask in the classroom, but it also depends upon the personality of the teacher, his knowledge of the material being taught and his sensitivity to all round development of the students he teaches.