This study examined four high school mathematics student teachers' questions and responses in whole class discussion for eight weeks. Throughout the eight weeks, student teachers were teaching full time. With the use of video, interviews and written reflections the results make visible that student teachers attempted to ask questions that required students to explain their thinking. Early in the eight weeks, student teachers attempted to ask more questions that required students to explain their thinking, but over time, student teachers asked fewer of these questions. Results make visible that negative student responses to student teachers' questions influenced the decisions they made about the questions they asked.