Questions are powerful tools that are central to scientific inquiry. Given the importance of investigable questions to scientific inquiry, what can teachers do to help students learn how to generate them? Possibilities the author explores in this article are (a) demonstrating to students that we value their questions, (b) providing students with opportunities to explore natural phenomena, (c) modeling asking investigable questions and providing examples of question stems, and (d) providing explicit practice identifying and refining questions. (Contains 3 figures.)