In an attempt to explore the type of classroom environment that contributes to the development of critical thinking, and the questioning techniques and strategies employed there, prolonged observation was conducted in a fourth grade gifted classroom. The teacher of this classroom attempted to relate all her questioning strategies to the enhancement of higher level thinking skills. Open-ended questions (not having one right answer) encouraged independent critical thought as well as creativity. The children understood that all thoughtful responses to questions were valued. Deductive reasoning was fostered by activities such as "Mind Benders" and "Stories To Stretch Minds," requiring the children to put together clues to arrive logically at a conclusion. The few activities requiring one right answer necessitated the use of reference materials to find that answer, thus reinforcing research skills. The teacher provided guidance and direction, but rarely answers. Knowledge in this classroom was not presented to students by the teacher. Rather, the students generated their own knowledge through the application, analysis, synthesis, and evaluation of ideas. (Six references are attached.) (SR)