The maj or obj ecti ve of this study was to determine thernextent to which effective use 1S made of the QuestioningrnTechnique of Teaching in the teaching learning process of therntraining of primary school teachers. To this end, attempts werernmade to gather information from instructors who teach in TeacherrnTraining Institutes . This information was procured throughrnclassroom observation during the teaching learning process by thernuse of Observation Schedule .rntornAmong twelve Tacher Training Institutes, two were selectedrntrnusing purposive sampl ing technique. Four teachers from eachrninstitute (that 1S, a total of eight trainers) .Jere selected.rnConsiderations were given to the subject areas while selectingrnteachers. These subjects included: Amharic, English, pedagogics,rnand psychology. Then, the data was interpreted using statisticalrnmethods (such as percentage distribution and chi-squarernstatistical test) .rnResults revealed that trainers more frequently posedrnquestions both at start and end of the daily lesson . Of thernquestions asked , the majority were used for obtaining feedback:rnso as to assess trainees' ability of recalling, recognizing,rnremembering, and the like. The majority of the questions "Jerernlower- order or knowledge level questions . Questicns that dema ndedrntrainees' ability of compar1ng, reasoning, justifying/rnexemplifying, judging/assess ing, summarlzlng, and the likern(Mid dle a nd Higher-or der questions) we r e min i mal. The r esult alsornshowed that the pur poses of questions, the cla s sifications forrnwhich questions were distributed, and the skills in questioningrnwere not affected by years of teaching experience in TeacherrnTraining Institutes, student population, and differences inrnsubject area .rnQuestions posed when presenting the new lesson, besidesrnbeing so few, were dominated by the approval-seeking knowledgernquesrions . Tralners fili~ea-to glve h 1nts/ clues tor weak answersrnand incorrect responses . Their ability of stating a question sornas to lead a trainee to a better answer; their ability ofrnrequesting fuller answers or the avoidance of surface answersrnwere unsatisfactory. Generally, the teaching- learning process wasrna teacher dominated one that facilitated the rote type ofrn