The English language is widespread globally and serves as a link language within all the countries. In India it enjoys an official language status in addition to Hindi. English is taught as a second language from lower classes to degree classes. Most of the parents wish their children to be admitted in English medium. In order to have good career prospects, students need to acquire good proficiency in English along with the other subjects like Mathematics, Science etc. However due to different socio-cultural background the learners commit a lot of errors in their learning process. In most of the educational institutions English classes are taught through translation method. Students who study English literature are also trained in a similar stream and language fluency is not considered to be a major criterion for passing their examinations. Importance is given for the written content and the other skills such as reading, speaking and listening skills are not tested. Once graduates/postgraduates take training to become teachers they have to ask many questions as part of classroom activity. Teacher training students who lack proficiency fumble at such situations. The present study has been undertaken to analyse the errors of the student-teachers in framing ”Wh” questions and suggest remedial measures for improvement.