Today, the Common Core State Standards for Mathematics (CCSSI 2010) expect students in as early as eighth grade to be knowledgeable about irrational numbers. Yet a common tendency in classrooms and on standardized tests is to avoid rational and irrational solutions to problems in favor of integer solutions, which are easier for students to comprehend and check. Common irrational numbers as well as their applications in the world are frequently approached from their traditional developments. This article provides an exploration of how the irrational number "e" emerges from various solution strategies to an unconventional problem and an example of how problem posing can lead to interesting mathematics. A bibliography is included.