A study, investigating the patterns in which Chinese learners of English as a second language (ESL) learn English interrogative structures, focused on four major classes of English questions (yes/no, wh-, alternative, and embedded) categorized into seven structural types. Data came from a test requiring rapid translation of 55 Chinese questions. Hierarchical analysis and searching for transitional patterns were used to determine (1) whether there is an order of difficulty for Chinese individuals learning the structural types of English questions, and (2) if Chinese learners share transitional steps with ESL learners of other language backgrounds. The results reveal a tentative hierarchy: the learning of yes/no questions precedes the learning of wh- questions, which precedes the learning of alternative questions. Two major error types, failure to invert and confusion between the use of auxiliaries "do" and "be," are associated with learners' maturity in English question forms. It is hypothesized that the development of inversion could provide an index for Chinese learning of English questions. Additional patterns were found. The findings suggest that Chinese ESL learners undergo question-learning processes similar to those of ESL learners from other linguistic backgrounds. (Author/MSE)