Teachers often tell their classes that "there is no such thing as a stupid question." But this is not completely honest. Questions aren't asked in a vacuum; their intelligence or stupidity depends on a variety of contextual variables. The ideal question is the right one, posed to the right source in the right way at the right time for the right reasons. Saying that there are no stupid questions devalues the process of inquiry. Questions are the engines that power the growth of knowledge, and educators cannot rely solely on a random interrogatory process. Although unstructured strategies, such as brainstorming and free association, have their uses, they must be balanced with a disciplined approach to questioning. Students must learn to expand on initial answers as they ask new questions. In this article, the author offers tips for professors on how to help students make their questions more intelligent.