Questioning is an important part of learning-teaching processes. Questions and the answers provided develop the thinking skills of students, increase their curiosity, make it easier to understand and establish connections between different ideas (Büyükalan Filiz, 2002). It is impossible to think of a social studies course that does not make use of the question-answer method. Question-answer method will make up a significant portion of the learning process regardless of the subject, acquisitions or activities. The objective of this study was to examine the different questioning methods (waiting time, feedback to the answer etc.) used by social studies teachers in the classroom and to interpret them by way of the examples provided. It is thought that the results acquired in the study will be beneficial for social studies teachers and teacher training programs of education faculties for eliminating the shortcomings in our education and teaching system as well as researchers and appliers who aim to increase success and efficiency of their courses. Case study pattern from among the qualitative research methods was used in the study and the in-class questioning process of teachers was subject to an in-depth examination for obtaining detailed results. The participants of the study were four social studies teachers working at the province of Sakarya. The teachers who participated in the study were coded as T1, T2, T3, and T4. “Observation form”, “interview form” and “video records” were used in the study as data acquisition tools. Observation and interview forms were prepared in accordance with the opinions of experts in the field. Following in-class observations, the researchers carried out interviews with the teachers on the questions asked in the classroom. All interviews were recorded after which they were transcribed by the researchers. Video recordings were made for all observed classes during the study in order to facilitate the data acquisition and analysis stages. One of the researchers entered all classes with the teachers and made video recordings while taking heed not to disrupt the nature of the classroom. Required permits were taken prior to data acquisition and necessary information on the research was given to the participant teachers. Each social studies teacher was observed for a period of eight course hours during the first semester of the 2013-2014 school year for four weeks. Observation forms were filled out by the researchers during the observations. Following the observations and video recordings of the classes, interviews were carried out and recorded using the “observation form” prepared for examining the opinions of participant teachers on the questioning processes. The data acquired from all these observations, video recordings and interviews were subject to data analysis. Descriptive analysis method which is one of the qualitative analysis methods was used for analyzing the acquired data. The camera and sound recordings were transcribed following the completion of all observations and interviews. One of the researchers observed the inclusion or the lack of questioning techniques during all courses of the four teachers observed and recorded his/her observations in the form prepared for this purposes. A second researcher watched the video recordings and performed the same process in order to increase the reliability of the acquired data. Following the completion of the observations, calculations were made for determining the average of the frequency of displaying the behaviors included in the ob servation form. Direct citations were made for providing examples to the findings obtained from the observations. Data acquired from the teacher interviews were also used for supporting the study results. According to the results obtained from the study, social studies teachers considered the waiting time after asking a question. The teachers generally waited for an average period of 3 seconds for simple recall and memory questions and convergent questions, while the waiting time increased up to 25 seconds for higher level questions. Especially T2 and T3 gave significant importance to the waiting time. It was determined that these teachers waited even though students raised their hands as soon as they asked a question. In addition, all teachers repeated the question or put it in a different wording thus giving some extra time to the students. The time that passes during this period can also be evaluated as part of the waiting time. Teacher T4 waited for less than 1 second for some of the questions. The reason for this may be the fact that the questions were “yes”, “no” questions as well as the tendency of the students to respond without thinking. The teachers indicated during the interviews carried out with th em