This paper is a report of a study of the influence of sex, teaching experience, qualification and training on the use of four levels of classroom reading comprehension questions among 100 SSS teachers of English in Ilorin. The da ta collected through observation and a structured interview were analysed using the Chi-square technique and the results showed that none of the four predictor variables had any significant influence on the teachers’ choice of questions which were found to be predominantly literal and inferential in their focus. On the basis of this, suggestions have been given on the need to enhance the reading instructional skills of both pre-service and in-service teachers towards the ultimate goal of fostering reading efficiency among secondary school students.