The purposes of this study were:(1)to find the questioning behaviors of elementary school students, (2) to detect the relationship among students´ individual characteristics, school teaching situation´s factors, and questioning intention, questioning behaviors, learning involvement,(3)to summarize the results of this study, in order to provide suggestions for elementary school teachers and the future researches. 

The sample consisted of 890 subjects selected from 5th and 6th grade students population of elementary school in Kaohsiung City. The instrument adopted for this study was ”The elementary school students´ questioning behaviors” questionnaire, which was developed by the researcher. The data collected from target samples were analyzed by x^2 (chi-square) test, Cochran´s Q test, Pearson´s product-moment correlation, canonical correlation analysis, and stepwise regression analysis.

The major findings of this study are stated as follows: 1. The most frequent numbers of questioning for elementary school students is from zero to two. The percentages of no-questioning is 21.4%. 2. The students will frequently ask more questions in fine arts, math and science classes than others.3.The two major types of students´ questioning are confirmation type and explanation type.4.Students´ individual characteristics and teaching situation factors could respectively account for 2.9% and 9.5% from the variance of students´ questioning behaviors. 5. Students´ individual characteristics and teaching situation factors could respectively account for 29.13% and 46.07% from the variance of students´ questioning intention. 6. Questioning intention and questioning behaviors could account for 24.83% from the variance of students´ learning involvement.