This research investigated the effects of self-questioning strategies employed by two primary school teachers in the area of reading lessons. The study was conducted using a mixed-method approach, where video-taped teaching sessions and interviews were used for data analysis. Results indicate that the combined elements of "cognitive conflict", "modeling learning" and teachers’ "implicit theory" contributed to teaching concept and behavioral changes in teachers. Under the three elements, two teachers changes were made in the instruction goals and contents. Rather than explaining the meaning of the teaching material, students were encouraged to formulate their own understanding and hence abstraction of the material. However, the interaction between the teacher and students were still largely based on the teacher doing the majority of the initiatives. Finally, this study supported that the strategy of cognitive conflicts and modeling could enable teachers to use new self-questioning instruction and to improve the concept of learning. Based on these results, suggestions for teachers’ professional development programs and future studies are discussed.