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The present quasi\u2010experimental study empirically investigated whether directly teaching students to question helps to foster students\u2019 more enduring, dispositional tendency towards curiosity.<\/jats:p><\/jats:sec><jats:sec><jats:title>Method<\/jats:title><jats:p>The study explored the impact of a direct\u2010instruction student\u2010brainstorming intervention, the Question Formulation Technique (QFT), on adolescents' curiosity. The study's sample included adolescents (<jats:italic>N<\/jats:italic>\u202f=\u202f3173) in four public high schools in the United States nested within 43 educators' English\/Language Arts classrooms. Teachers (<jats:italic>N\u202f=\u202f<\/jats:italic>43) were randomly assigned to two groups, one of which received professional development in the QFT in fall 2015 and the other in the winter of 2016. The study utilized student self\u2010report questionnaires and teacher fidelity checks at three time points (fall, winter, and spring) to consider the impact of the QFT on participating adolescents' curiosity.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Multilevel modeling results indicated a positive treatment effect of the QFT on adolescents' curiosity, a positive adherence effect on adolescents' curiosity growth, and a positive dosage effect on adolescents\u2019 curiosity growth.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>The study suggests that adolescent dispositional curiosity can be significantly increased by directly teaching students to 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