The purpose of this study was to investigate the characteristics of classroom questions used by the teachers of social and national education at UNRWA schools from their point of view, a questionnaire consisting of 50 items has been developed, it distributed into three main domains: formulation of classroom questions, purposes, and asking, it was applied to a sample of (152) teachers from social and national education teachers. The results showed high degrees of estimation of the characteristics of questions used by the teachers, the study found no statistically significant differences between the teachers in the degree of questioning skills due to sex of the teacher (male and female) , scientific qualification (diploma, bachelor, diploma after bachelor, and master or above), and the number of experience years as a teacher (less than 5 years, 5-10 years, and greater than 10 years), also, a statistically significant difference between the teachers in questions' formulation was found, due to the specialization of the teacher, in favor of the history and geography teachers. The study concluded some recommendations, including training teachers in skills related to classroom questions that measure higher-order thinking and problem-solving.