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Purpose: The purpose of this paper is to investigate connections between questioning, learning, achievement and conscious knowledge and beliefs held by tutors and how these are applied in a teaching/learning situation. Design/methodology/approach: The design of this study involved the authors listening to, but not participating in, classroom teaching sessions followed by individual in-depth discussions with tutors and students to ascertain how best to advance learning and achievement. Findings: Responses generated from questioning and dialogue helps tutors realign their teaching in response to the needs of learners including comprehending life issues and solving problems. Tutors should consider "think-pair share strategy" in their delivery. Research limitations/implications: Research was limited to one specific location, the sample was self-selected and limited to tutors who volunteered to take part in the investigation. A greater number of experimental locations with 100 per cent participation would have enhanced the validity of the findings. Practical implications: Learners need to be motivated to ask questions and be encouraged to become involved in discussions. Questioning and dialogue provide a framework for sharing educational objectives with students and charting their progress and this can lead to a better framework for delivery and understanding. Social implications: If tutors can better realign their teaching in response to the needs of learners including comprehending life issues and solving problems then this can lead to a more focused learning experience. Originality/value: The work was based on empirical investigations of tutors and learners in group and individual situations and the findings have been reported.