This research explores students’ perceptions towards teacher’s questioning strategies at a Senior Highschool in Surakarta. The main objectives of this research are to find out the types of teacher’s questioning strategies in classroom interaction and examine students’ perceptions towards different types of questioning strategies used by the teacher. Employing a qualitative case study approach, the data were collected through observation, and semi-structured interviews. The data were analyzed using interactive models including data collection, data condensation, data display, and conclusion. The findings indicate that the most frequently used of teacher’s questioning strategies is wait-time, followed by repetition, probing, and paraphrasing. Furthermore, students generally responded positively to the teacher's questioning strategies, recognizing their role in enhancing comprehension and encouraging active participation. However, students also stated that overusing certain strategies, such as excessive probing or repetition, could cause discomfort as it made them feel pressured and anxious when they were unable to provide the expected answer.