The purpose of this study was to investigate the cognitive levels of the questions that pre-service chemistry teachers plan to use in their classes for evaluation according to Bloom's Taxonomy. The study was conducted by using semi-structured interviews with eight pre-service chemistry teachers. Results indicated that pre-service chemistry teachers believe that every level of questions should be used for evaluation and they would have some difficulties in evaluating the questions at the level of analysis, synthesis and evaluation. Based on these results, the importance of higher level questions and how to evaluate them should be emphasized in teacher education programs. (C) 2011 Elsevier Ltd.