This study aims to identify: 1) the kinds of questioning strategies used by the secondary Education English teachers during online classroom, 2) kinds of questioning techniques used by the secondary Education English teachers in asking questions during online classroom, 3) and the reasons secondary Education English teachers used questioning strategies during online classroom. There were two female teachers that took part in the study; participant 1 has been teaching English for 15 years, while participant 2 has been teaching English for a year. Participants are recruited based on their tendency to frequently ask students questions during online learning. This research is descriptive based research. The research data were collected through interview sessions with participants and classroom observations conducted in both participants’ teaching session. The results of this study showed that, first, both teachers made use of all three of the question categories that Richard and Lockhart suggested: procedural question, convergent question, and divergent question, throughout the online classroom discussion. Second, out of a total of 9 questioning tactics according to William Willen's classification, the teachers only used 7 different sorts. Three, although neither of the teachers specifically said why they were employing these questioning techniques, they had unknowingly been basing their questions on the dynamics of the classroom as well as the students' comprehension levels. This study implies that through the ability to ask proper questions, teachers can create a more interactive and meaningful learning atmosphere. Teachers should be aware that different type of questions can help teacher in managing the classroom and help students to create their level of thinking.