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Research was conducted to determine: (1) the effects of a perceptual versus a symbolic modeling concept of a question categorizing system on the verbal behavior of student teachers; and (2) the effects subjects of this study have upon the question writing practices of students they instruct. Instruction regarding a modified Gallagher and Aschner questioning category system was presented to the experimental group via video tape, handouts, and discussion; the control group received no video taped instruction. Student teacher questioning behavior was audio taped and their students wrote questions. All questions were categorized and the resultant proportional values analyzed by chi square and Fisher's exact probability test. Results indicated that: (1) the perceptual model was not significantly more effective; (2) students modeled their student teachers; and (3) an impact was made by both methods of instruction on the questioning behavior of student teachers. Additional research was proposed to determine if these results hold in all disciplines and over long periods of time, and to learn if changes in the cognitive level of questions occur. (Author/LB)