Classroom interaction refers to any type of social interaction between the members in the learning process. There are various interaction patterns such as IRF (Initiation-Response- Feedback) structure, teacher talk, collaboration, group and pair work, teacher questioning and other. The focal point of this research was teacher questioning, more precisely, the analysis of questions that teachers ask in elementary schools and high schools. For the purpose of this research, class observations were carried out and, the data was analyzed using Ur’s (2012) classification for questions. The classification was based on the communicative authenticity of questions and included genuine and display questions. Length of response and number of expected responses were additional categories. For the second part of the analysis, collected sets of questions and answers were ranked in order of complexity of students’ responses so that the first set was the least challenging and the last one was the most challenging to the students, based on the observation task “The language of questions” in Wajnryb (1992/2012) The results showed that in elementary schools there was a greater frequency in the use of lowerorder questions (72%) compared to higher-order questions (28%). On the other hand, in high schools lower-order questions accounted for 54% of the total number of questions compared to 46% in the use of higher-order questions. The analysis of question-and-answer sets showed that that the more complex questions and answers are in each set, the higher the frequency of higherorder questions. According to this research, in both elementary and high schools the complexity of the response depended on the type of questions posed by the teacher. The analysis of the purposes for teacher questioning showed that in high schools there were more questions that stimulated thinking and encouraged self-expression than in elementary schools.