Teachers put a great deal of energy into searching for ways to engage each and every student. Some of these efforts fail. Others look promising one day, only to become less effective as the novelty wears off. Teachers want their students to feel ownership of their learning. They also believes that students engage more when learning mathematics relates to their own interests and curiosities. Brighton (2007) validates their intuition, noting that young adolescents seek intellectual opportunities to explore the varied facets of their lives and are more eager to learn about topics they find personally relevant. In this article, the authors describe an instructional routine that teachers can use to capitalize on young adolescents' intense curiosity about the world. They give two classroom examples of the "Notice and Wonder" routine (Ray-Riek 2013), discuss classroom implementation, and describe how this routine helps to meet the needs of students.