The current research aimed to identify the effect of a probing question pattern using a generative learning strategy in a flipped classroom environment on developing digital stimulus application programming skills and deep understanding among computer teacher preparation students. The research sample consisted of (60) students in the fourth level of the Computer Teacher Preparation Program, Department of Educational Technology and Computer Science, Faculty of Specific Education, Zagazig University. They were divided into two experimental groups. The research included two experimental treatments, the first treatment used the (Refocusing (Probe Questions pattern with the generative learning strategy in a flipped classroom environment. The second treatment used the)Best Reason( Probe Questions pattern with the same strategy and environment. The research tools included an achievement test, an observation card, a product evaluation card, and a test of deep understanding of digital stimulus application programming skills. The results showed that: - Differences between the mean scores of students in the two experimental groups on the achievement test. Due to the effect of the types of probing question (Refocusing/ Best Reason) in favor of (Best Reason probing questions). - There was a difference between the mean scores of students in the two experimental groups on the observation card, the product evaluation card, and the deep comprehension test, this was due to the effect of the two probing question types (Refocusing/ Best Reason), in favor of the Refocusing -probing questions. The Research Recommended that: use of Best Reason -probing questions with a generative learning strategy in a flipped classroom environment if the targeted learning outcome is cognitive, and Refocusing -probing questions if the targeted learning outcome is performance and deep understanding.