This study purported to determine the types of questions asked by the collegeteachers and the types of responses given by their students during classroominteractions. It hypothesized a significant relationship between the teachers’types of questions and the students’ types of responses across disciplines. Italso hypothesized significant differences between the two variables accordingto teachers’ gender, educational attainment and length of service. The studyemployed the Descriptive-Correlation Design with the use of the classroomobservation and survey questionnaire with tally sheets based on Bloom’s six(6) levels of questioning, such as: knowledge, comprehension, application,analysis, synthesis, and evaluation. The respondents consisted of thirty one(31) teachers randomly selected from the faculty of the College of Liberal Arts(CLA) at Western Mindanao State University (WMSU). During the classroomobservations, the teachers’ questions and the students’ responses were talliedand categorized according to Bloom’s model. A tape recorder was also used torecord the classroom interactions for validation purpose. Through the use of Pearson r, t-test and ANOVA,main results revealed: a) that there was asignificant relationship between teachers’ types of questions and students’types of responses, and b) that there were no significant differences in theteachers’ types of questions when data were grouped according to gender,educational attainment and length of service.