Questioning had occupied an inseparable place in teaching-learning since many years. The current study was initiated to explore what were the questioning patterns in Bangladeshi English language classrooms and how did the learners responded towards those patterns of questioning. Using the mixed methodology of educational research data were collected from learners and teachers of five secondary schools. Video 0bservation, taking field note, interview and focus group discussion were the data collection methods. Though findings revealed classroom questioning as a common tradition, a number of limitations existed there. Most of the questions were closed and yes-no type questions which did not challenge learners to explain analyze or describe phenomenon. More than ninety percent of the questions were asked from the knowledge subdomain of Bloom taxonomy. The learners thus hardly got any scope to analyze or synthesize. Moreover the asked questions were mostly known to the learners as these were selected from textbook. Such sorts of questions could not touch the line of critical or analytical thinking. Learnersâ€™ responses for open, analytical or thought provoking questions were not satisfactory. In this reality the suggestions from the study was to improve teachersâ€™ skills of asking effective questions through the teacher development projects.