This study was created as a result of the Teacher as a Researcher Course. The purpose of this study was to determine the effect of using Nonfiction Signs and Signposts questioning strategy had on comprehension with a fifth grade intervention group focusing on inferential nonfiction texts. The measurement tool was data collection of student performance on two different nonfiction inferential texts and a survey composed of student responses of the study. The data collected was not consistent and varied depending on the text. When students used the questioning strategy there was a degree of engagement however, when answering inference questions about the text their scores did not increase. Therefore, the effect of using the questioning strategy to help with comprehension of a text was found to be inconsistent. Research in the area of the Notice and Note questioning strategies affecting comprehension should continue to be reviewed and implemented in future studies then applied to students to determine its true effectiveness.