Virtue education is gaining popularity in institutions of higher education. Given this growing interest, several theoretical accounts explaining the process of virtue learning have emerged. However, there is scant empirical evidence supporting their applicability for intellectual virtue. In this study, we apply a theory of virtue learning to the development of intellectual curiosity among undergraduates. We find that learning why virtue is relevant and important to one's education is consistently and moderately correlated with increases in intellectual curiosity across time points and analytic approaches. A weaker yet still positive association is found with increases in knowledge of intellectual curiosity. The implications of these results connect with pedagogical recommendations stressed across intellectual and moral virtue education.