Just asking questions can lead to the best classroom experiences. After a three-week unit on living things, one of the authors asked their second-grade students what else they wanted to learn about plants. Their questions were the prelude to a three-week inquiry on plant growth. From question formulation to presentation of results, the students experienced full inquiry-learning experiences based on their own questions. In the three weeks prior to the inquiry on plants, students learned about living and nonliving things, how plants grow and change, and how animals grow and change. Students also learned about germination and watched plants grow from seeds to seedlings. This proved to be an appropriate background for the inquiry, as the teacher was able to further assess student learning and reinforce what they had covered about plant needs.