This paper presents a study of the design questions that children ask as they work technologically in school. Thirty-nine school aged children's technological work on "cubby building" is mapped and discussed. Data sources included video recording, worksamples, photographs with annotations of work in progress and when completed, and ethnographic field notes. The findings support the view that children's design questions and briefs arise at various points throughout the lesson sequence, demonstrating the iterative nature of design, make and appraise within and across lessons. The formulation of design questions evolved as children interacted, negotiated, played and worked in technological ways. For young children, playing with the "product" or "process" was an important part of working technologically. For the older children, the possession of technological skills for joining materials to achieve the desired outcome was a key factor.