The literacy educators collaboratively designed an interactive read-aloud assignment to explore elementary preservice teachers’ (PSTs) questioning skills. Following the Gradual Release of Responsibility framework, the PSTs worked with small groups and whole group to complete indepth analysis of their conversations before, during, and after the read aloud with the elementary students. Overall, the PSTs’ reflections indicated that this read-aloud assignment highlighted the complexity of questioning in ways they had not previously considered and they valued the opportunities to refine their questioning skills in authentic settings. We came to the conclusion that PSTs need explicit instruction on questioning.