The study aims to investigate the teachers’ questioning type the lesson scripts to Korean Language teachers. For this research, the researcher, with to in less than two years in the education field, analyzed the 100-written lesson scripts. The result of this study confirmed teachers’ questioning types are reviewed through literatures and categorized according to their structure, content and purpose. The frequency and type of questions varied. Specially, comprehension check has appeared most frequently, followed by referential question appeared most often and then display question was followed by a lot. It was suggested that Korean language teacher training program for the teachers' talk are needed, and teachers have to aware the importance and effect of questions. To improve frequency and type of questions varied, the teachers need to practice of the writing lesson script using not only the teacher question but also the other teacher talk types, with their peer in the school.