A brief charakteristics of questions the teachers poses during instructions is presented. Among them multiple questions hold specific positions. These are series of questions asked at one time. The pupil, howhever, usually answers the last question only. Five different types of multiple questions were detected in a sample of 20 elementary school lessons. It has been shown that questions are subtle tools the teachers uses to serve different purposes. The analysis o f these questions helps in revealing the teacher’s strategy used during instruction.