This book presents an assessment of EFL teachers' implementation of questioning strategies in Ethiopian classroom context.In this study, six samples of EFL teachers were selected randomly to find out the effectiveness of teacher questions and the roles of learners in classroom questioning.The results of the study indicate that teachers tend to over use recall and closed types than process and open questions.Moreover, teachers direct more than 80 percent of their questions to the entire class when it may be better to distribute them to individual learners, groups of learners, and learners of mixed ability.Though not very satisfactory, EFL teachers were good regarding the sequence of questions and the amount of time they wait after posing questions.This research finally found out that teachers questioning skill showed a difference in relation to their experience as an EFL teacher and the different trainings they got while they were at work.