This research aims to study the skills of asking and formulating oral classroom questions, and the teacher receiving answers to them and their impact on students\\\' academic achievement. It also aims to reveal the levels of asking oral classroom questions. The researcher used the descriptive approach, and the researcher collected information related to the study from references and paper and electronic sources. Then, the researcher analyzed them and extracted their results. The study reached several results, including: that the skills of asking oral classroom questions contribute to a high degree in raising the level of students\\\' academic achievement, and that the most important skills of formulating questions are: ease of the language of the question, that the questions are not lengthy, that the questions are appropriate to the students\\\' abilities, and closely related to the topic of the lesson or the curriculum, and that the questions are related to the objectives to be achieved, and that the most important levels of questions that contribute to raising the level of academic achievement are analysis, synthesis, evaluation and probing questions, and that the most important skills of receiving students\\\' questions are waiting for a period of time before allowing the first student to answer the question, and directing attention during the waiting period to all students, and avoiding rushing to comment on the student\\\'s answer, and the teacher listening to the student if he has something new to add.