This study aims at investigating the types of questions and questioning modifications used by the teacher in teaching English for second grade senior high school students. The subject of this study was a female teacher teaching fourteen female second graders of SMA Teuku Nyak Arif Fatih Bilingual School, Banda Aceh. This qualitative study was conducted employing six classroom observations (480 minutes) focusing on four types of questions (factual, empirical, productive and evaluative) and four types of questioning modifications (repetition, narrowing by means of clues, rephrasing with alternative or “or choice-questions” and wait-time). A personal interview with the teacher was conducted to support the main data from classroom observation. The result reveals that factual questions appeared to be the most dominant type employed by the teacher (59.9%), followed by evaluative (16.6%), and empirical (12.9%). However productive questions were as the least occurrences from the all types of questions applied, which are 10.7%. The result also indicates that the types of questions used by the teacher were to encourage students’ participation in the classroom interaction. Factual questions were used more to ask students about the topic learnt. Moreover, the findings of questioning modifications show that narrowing by means of clues were the most predominant modifications employed by the teacher, with 30.1% of questions were narrowed by giving clues. The second dominant modification used was rephrasing or “or-choice”, 29.2 % of questions were rephrased by the teacher and followed by wait-time (25.9 %). However, repetition appeared to be the least modification used by the teacher, with 14.6 % of the questions being repeated. The modifications used by the teacher encourage students to participate more and give longer responses.