In what follows we determine particular styles of questioning and argue that these styles can complement or conflict with particular modes of teaching. There can be match or mismatch between learning and teaching. The skeptical reader may quickly dismiss this issue: a sure-fi re way to resolve any possible mismatch is to suppress questions from the very start: the ‘bulldozer’ mode of teaching simply ignores or brushes aside students’ questions and powers forward regardless of any learner query. Needless to say, our work is devoted to building teaching styles that both encourage and facilitate learners’ questions, and covers a series of explorations of students’ questions, generated within learning and teaching in science (e.g. Pedrosa de Jesus et al., 2004, 2005; Teixeira-Dias et al., 2003). Our emphasis here lies, first, in associating students’ questioning styles with students’ learning styles, and then on the ways that such questioning styles may, in turn, mesh with different approaches to teaching. This research is focused on undergraduate studies in chemistry and leans heavily on Kolb’s (1984) Experiential Learning Theory (ELT).