This study aims to examine the question types that middle school mathematics teachers use in the course of their instruction. A case study method is adopted for the research which focuses on the instructional practices of three middle school mathematics teachers. Six lessons of each participating teachers, 18 lessons in total, were video-recorded and then turned into textual documents with transcriptions. The questions used during instructions were classified according to their types. The results suggest that teachers heavily rely on the use of short-answer questions such as verification, quantification and feature specification. It is also observed that the use of longer-answer questions that require a deep understanding such as goal orientation, causal consequences and interpretation remains limited. The findings are discussed in relation to the teacher orientation and the mathematical content as well as integration of different types of questions into instruction and the effects on student learning. It is suggested that it would be a valuable endeavour to design and prepare professional development programs for teachers on the potentials and limitations of different types of questions as well as their integrations into mathematics instruction.