Even though many professors recognize the important role of questioning in college liberal arts education, many of them have difficulty to present effective questions in class because of the lack of systematic understanding about questioning strategies and of the temporal and psychological burden related to developing effective questions. Accordingly, in order to improve these matters, this study first reviews the previous Japanese studies on questioning, and then presents a questioning strategy development program model and a questioning worksheet model, based on Bloom’s taxonomy, learning classification system, for a new professors who is not familiar with questioning, or a professor who wants to design systematically relevant questions. In summary, the implications, related to the application of the questioning teaching method in college liberal arts curriculum, are following three. First, a new teaching method should be presented in order to achieve the educational objectives in 21st century liberal arts class. Second, it is necessary to execute the questioning teaching method that stimulates intellectual curiosity of learners in order to make them actively engaged in class. Third, it is necessary to publish and distribute adequate guidebooks for the development of questioning strategies and techniques, and to provide related training programs at the university s teaching and learning support center.