When the author and her colleague asked teachers to list which qualities were most important without giving them a list to choose from, almost none mentioned curiosity. Many teachers endorse curiosity when they are asked about it, but it is not uppermost on their minds--or shaping their teaching plans. Why is this disturbing? Because research shows unequivocally that when people are curious about something, they learn more, and better. It is not just adults who benefit from having their curiosity piqued. When children want to know something, they are more likely to learn it and remember it. Given curiosity's central role, it is essential to figure out what educators can do to help students become more--rather than less--curious over time. An equally important question is, How can teachers help children gain expertise in satisfying their curiosity? This article offers four suggestions: (1) Hire curious teachers; (2) Count classroom questions; (3) Make questioning a goal; and (4) Measure curiosity.