Teacher-questioning has been acknowledged as critical in teaching and learning. A less researched topic is the ability for students to develop their own questions to deepen understanding. Student questions are important for engagement and to stimulate the understanding of new information. Traditionally, Ugandan teachers rarely instruct in ways that facilitate student questioning. The purpose of this study was to examine the effect of teacher professional development on the ability of Ugandan students to ask meaningful questions. Professional development focused on promoting student questioning and students were assessed using a formative language assessment. Findings indicate that teachers can teach students to ask meaningful questions.