This study is on effects of study questions on students’ achievement in Literature-in-English. The study was carried out in Abakaliki Education Zone of Ebonyi State, Nigeria. The design of the study is quasi experimental of pre-test-posttest, non-equivalent control group. The study was guided by two research questions and two hypotheses. The population of the study was 6053 senior secondary school, class II (SS II) students in thirty-nine co-educational secondary schools in Abakaliki Education Zone of Ebonyi State, Nigeria. The sample was SS II Literature-in-English students in four co-educational secondary schools in the Zone, which was drawn using simple random sampling technique. Two of the schools formed treatment group, while two formed control group. Intact classes were used for the study. A researcher-made instrument titled Literature-in-English Achievement Test (LAT) was used for data collection. Data collected were analyzed using statistical mean, standard deviation, and analysis of covariance (ANCOVA). The result of the study showed that the treatment group taught Literature-in-English with study questions performed better than the control group taught with conventional method. The gender aspect of the study revealed that girls performed better than boys in both treatment, and control groups. Based on the findings, it was recommended that Literature-in-English teachers should issue study questions on every topic taught` to their students; and that authors of literature texts should also produce workbooks which will guided study of main texts with relevant study questions.