Good questions, effectively delivered are a key feature of learning and teaching. QUILT is a research-based, field-tested professional development program designed to assist teachers in developing and implementing effective questioning skills to facilitate student learning. The QUILT framework presents classroom questioning as a five-stage process: (1) question preparation; (2) presentation of questions; (3) prompting; (4) processing of student responses; and (5) reflection on questioning practice. A pilot study of the effects of QUILT on student achievement was conducted to explore the feasibility of an efficacy study of QUILT and to identify the methodological issues that would have to be addressed in its conduct. Twenty-eight fifth-and sixth-grade elementary school teachers in a rural school district in Kentucky were trained to implement QUILT as a teaching/learning strategy. During the spring of 2005, the teachers videotaped three different mathematics instructional sessions in which they used QUILT questioning techniques. Each tape was viewed by researchers from the Appalachia Educational Laboratory at Edvantia, Inc., and summarized using a special coding sheet. The QUILT behaviors were examined in relation to gains in mathematics achievement. This was accomplished using the mathematics section of the Measures of Academic Progress (Northwest Evaluation Association, 2005). The findings indicate that teachers implemented some QUILT questioning behaviors but not others in some of their mathematics instructional lessons and that a well controlled, randomized control trial is needed to examine the efficacy of QUILT as an effective instructional technique, being sure to address teacher training, fidelity of implementation, and assessment of student achievement issues.