A teacher’s art of questioning is proven essential in any aspect of education. It only differs as to what kind of question is being asked – LOTS or HOTS questions that enhance students' thinking skills. This study aims to examine the source, methodological characteristics, findings, and recommendations of the studies. This study followed the PRISMA guidelines for conducting systematic reviews. It included an analysis of 16 studies extracted from three electronic databases, ranging from fifteen years late to the currency of the study. The results show that teachers’ questioning: 1) questioning is effective in cultivating students’ skills; 2) they are more likely to use LOTS than HOTS; and 3) regular professional development is a need for teachers that will sustain their skills in implementing HOT questioning. Concerning the results, it is crucial to develop both pre-service and in-service teachers’ skills in questioning.