Fostering students' intellectual curiosity is a common goal of first-year seminar programs--especially in liberal arts settings. The authors propose an alternative method to assess this ambiguous, value-laden concept. Relying on data gathered from pre- and posttest in-depth interviews of 34 students enrolled in first-year seminars, they construct an externally valid assessment framework to measure the behavioral manifestations of intellectual curiosity. More specifically, they measure the extent to which students' participation in first-year seminars leads to an increase in intrinsically motivated behaviors that enhance and expand upon their educational experience.