Curiosity is associated with cognitive development and learning. In fact, Piaget suggested that being curious is a prerequisite for knowledge construction. One way to increase curiosity is to put individuals in situations of uncertainty, so that they become motivated to seek knowledge of the unfamiliar. A teaching method that appears to do this well is invention, which has been shown to improve learning when done before direct instruction. This study directly tested if invention increases curiosity and if curiosity predicts learning. We found that students who invented first, compared to students who only received direct instruction, reported being more curious and that curiosity predicted learning outcomes. These results suggest that invention begets curiosity and that curiosity leads to greater learning.