Evidence suggests that student engagement in the classroom leads to improved learning outcomes. As a result, teachers of management have promoted ways to involve students through Socratic teaching methods, case-based pedagogy, and class discussion. These approaches to learning emphasize the use of questions to stimulate student engagement. However, as with all communication, questions are subject to interpretation and can lead to differing outcomes. Perceived motives of instructors are powerful environmental cues that inform a student's interpretation of a question and the appropriate response. Here, I share insights from research to highlight two motives, teacher openness and prosocial motivation, that can give meaning to questions and help create an environment where questions are most likely to yield engaged students.