The aim for this paper is to explore how teachers use questions as an instructional tool in science and language art classrooms, and how these questions can enable dialog. The focus is to investigate teachers’ use of questioning and responses during whole class sessions. It has been known for some time that teaches ask a lot of questions (Mehan, 1979; Mercer & Littleton, 2010), and that classroom dialogues are important for students learning (Nystrand 1997), and in this respect teachers questioning could improve significantly (Alexander, 2008; Littleton & Mercer, 2010; Mortimer & Scott 2003). In this paper we will use video documentation from science and language art classrooms from the PISA+ data to do analyses of the role that dialogues and discussions have during whole class instruction in general and the teachers’ use of questioning and responses in particular. An analysis of 18 lessons of whole class instruction from science and language art classrooms has been explored to discuss teachers’ use of questioning as an instructional tool. Findings indicate that teachers seem to ask a lot of questions, but the type of questions they ask vary significantly between the two subjects.